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Grgan  irf  i^t  ^tbi  gotk  Slate  f  tac^ers'  ^ssomtion. 

TIIK 

NEW  YORK  TEACHER: 

A 

MONTHLY  JOURNAL 

OK 

SCHOOL  ANEUflOMB  EDUCATION. 


"IlavTa  thxuML^STS'  ro  xctXov  xarij^pTS.*' — Paul. 


JAMES  cruiksiiakk:,  ll.  d., 

RKSIDKNT   EDITOR. 


volume   XV. 

NKW   SERIES  —  VOLUME  SEVEN. 
From  Oot.  1865,  to  Sept.  1866. 


ALBANY: 

NEW   YORK  STATE  TEACHERS'  ASSOCIATION. 

82     STATE    STREET. 

i8r>n. 


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ASSOCIATE    EDITORS: 


JOHN  W.  BULBXEY,  Brookl}ii, 
EDWARD  NORTH,  Cllaton, 
8.  G.  WILLIAMS,  Ithaca, 
JOHN  U.  FRENCH,  Albany, 
THOMAS  K.  B££CII£R,  Elmira, 
ANDRBW  J.  LANG,  Wavorl/, 


EDWARD  A.  SHELDON,  Oswego, 
JAMES  H.  UOOSE,  Oawcgo, 
A.  G.  MERWIN,  Port  JeflVreon, 
MARY  A.  RIPLEY,  Albany, 
JOHN  C.  LONG,  Wentfleld, 
EDWARD  DANFORTH,  Troy. 


INDEX. 


Address  of  Prcsidont  Atwater,  355. 
A  Little  One's  Glco,  57. 
American  Wonders,  218. 
American  Institut  e  of  InstnictioDi  878. 
Ancient  Trees,  377. 
Architecture,  Scliool  House,  291. 
Association  of  School  Commissioners, 

27,  318,  343. 
At  Klmcliffc,  21>7. 
Boarding  Ilonnd,  134. 
Book  Notices,  63,  %,  124,  150,  225, 

255,  287,  323.    386. 
Books  of  Reference,  110. 
Brain  Moldcrs,  <)7. 
Bulklcy,  J.  W.,  307. 
Commissioner's  Note  Book,    Leaves 

from,  73. 
Controversy,  112. 
Dea<l  Heads,  103. 
Denominate  Numbers,  299. 
Drifting  Home,  10. 
Education,  Condition  of,  Reports  on, 

18,  320. 
Educational   Exchange,   Report   on, 

330. 
Educational  Intelligence  Offices,  77. 
Enthusiasm,  Power  of,  1. 
Etiquette,  the  Child's,  243. 
Formality  in  Teaching,  97. 
Greek  Civilization,  Defects  of,  239. 
How  Much  shall  we  Demand,  42. 
How  to  Study,  4. 
Imagination,  the,  262. 
Imperfectly  Trained  Teachers.  6. 
In  Memoriam,  44 
Influence  of  the  Beautiful,  lo. 
Intelligence.    Foreign,    32.    02.    91, 

120.  l.'u,  251,  281,  ;>1 
Intollijrencc,  Home,  .".0.  •".(»   *-l    ll«;. 

15r,/222.  249,  280. 
Judgment  Hyiim.  27  1. 
Lake  Superior,  627. 


Language,  How  shall  Pupils  Learn  to 

Use  it  Correctly,  265. 
Lessons  from   a  Shoemaker's  Stool, 

139,  212,  230. 
Liberia  and  America,  145. 
LiTKBAiiY  NoTKS,   94,  122,  158,  225, 

254,  286,  323,  385. 
Literature  for  Young  Folks.  78. 
Mag^nitude  and  Mensuration.  262. 
Mental  Processes,  let  Pupils  Observe, 

137. 
Miscellany,  29.  58,  81, 113, 150,  220, 

244,  278,  318,  354,  380. 
My  Ships,  267. 

Natural  Sciences,  Claims  of,  65,  210. 

*•  '•        the  Study  of,  377. 

N.  Y.  State  Teacuers'  Association, 

277,  316,  323. 
Normal  Schools,  Function  of,  369. 
Ocean,  the,  147. 
Oldest  City,  316. 
Oral  Teaching,  99. 
Oswego  Normal  and  Training  School, 

129. 
Periodicals,  123. 
Personal,  59,  83,  115,  154,  221,  240, 

279,  321,  383. 
Physiology,  Classification  in,  36. 
Quack  Education,  295. 
Query  Box,  153. 
Questions,  a  Few,  227. 
Rational  Instruction,  314. 
Reading  and  Voting.  109. 
Reference,  Books  of,  110. 
Report  of  Supt.  Pub.  Ins.,  102. 
Respectfully  Submitted,  228. 
Responsibility  of  Teachers,  6. 
Rhine  and  Hudson,  311. 
Rocky  Mountain  Lake.-?,  8i». 
Ruins  in  Mexico,  112,  ;l5o. 
.'xlionl    Commissionort^,    As?sucialion 

ot.  27.  ai8 


Index. 

School   Exeroises,    Programme    of,  The  Beautiful,  Influence  of,  15. 

271.  The  Thinker,  237. 

School  House  Architecture,  201.  Thoroughness  in  Teaching,  2G0. 

Shoemakcr'8   Stool,    Lessons  from.    True  Ideal,  12. 

130,  212,  280.  University  Convocation,  r,0. 

Standards  of  Measure,  71.  Vocal  Music,  as  a  School  Exercise, 

Superintendent's    Annual    Report,      45. 

102.  We  are  not  Made,  but  Grow,  235. 

Teachers'    Institutes,    Organization  Wind,  as  a  Musician,  149. 

of,  800.  Winter  Scliools,  33. 

Teaching,  Oral,  99.  Words,  810. 

"        Formality  in,  97.  Young  Folks,  Literature  for,  78. 

Thanatopsis,  Author  of,  241. 


NEW  YORK  TEACHER. 


New  Series.]        JANUARY,  1866.      [Vol.  VII,  No.  4. 


Formality  in  Teaching. 


All  teachers  tend  to  become  formal  in  their  methods  —  to  work 
on  from  month  to  month,  and  year  to  year  with  no  new  plans,  new 
thoughts,  new  truths,  or  new  enthusiasm — each  presentation  of  a  sub- 
ject being  just  like  that  which  preceded  it.  Teachers  oflon  travel 
on  in  the  ruts,  not  only  failing  to  improve,  but  actually  degene- 
rating. 

There  are  few  who  do  not  feel  this  anti-progressive  tendency  of 
teaching,  —  who  do  not  need  an  occasional  waking  up  to  what  is 
going  on  in  the  educational  world  around  them. 

If  we  reflect  we  shall  sec  why  teachers  are  so  liable  to  become 
formal.  All  progress  has  its  law.  Isolation  b  always  opposed  to 
progress.  This  must  be  so  because  human  activity  is  the  result  of 
motives.  There  can  be  no  niotive  to  change  or  progress  till  we  see 
something  that  is,  or  appears  to  be  better  than  we  now  possess.  To 
see  such  better  thing  necessitates  that  mingling  in  different  scenes 
which  is  the  opposite  of  isolation.  Hence,  commercial  nations  have 
been  progressive,  while  isolated  nations  have  remained  nearly 
stationary.  Hence,  the  action  and  reaction  of  the  institutions,  man- 
ners and  customs  of  one  country  upon  those  of  another. 

What  is  a  law  of  progress  must  hold  true  with  individuals  as  well 
afl  communities;  with  teachers  as  well  as  with  all  other  classes. 
Teachers  are  so  cut  off  from  observing  the  work  of  other  schools 
that  they  have  comparatively  little  influence  upon  each  other. 

Again,  the  oftener  any  given  act  is  done,  the  less  thought  is  re- 
quired to  govern  the  doing.     We  at  length  come  to  do   our  work 
[Vol  XV,  No.  4.]     •         7 


98  Formality  ill  Teaching. 

from  habit  alone.  This  acting  from  habit  is  necessarily  opposed  to 
progress.  It  assumes  that  wc  have  ceased  to  reflect  upon  what  we 
are  doing,  and  to  observe  the  results  of  our  acts.  The  isolation  of 
the  teachers,  and  the  necessary  routine  work  of  the  school  are 
always  tending  to  make  them  regard  the  forms  of  teaching  more 
than  the  spirit.  Systems,  forms  and  methods  should  be  the  servant 
of  the  teacher,  not  his  master.  He  should  not  obey  these  but  create 
them. 

How  shall  the  teacher  counteract  this  tendency  to  follow  forms  ? 
How  shall  he  constantly  keep  the  spirit  of  a  teacher  —  of  a  progres- 
sive teacher — in  spite  of  all  adverse  influences  ?  Every  teacher 
must  for  the  most  part  answer  these  questions  for  himself.  A  few 
things  none  should  forget.  Let  every  teacher  acknowledge  and 
act  upon  the  truth  that  we  are  far  below  the  highest  excellence  — 
the  possibilities  in  teaching ;  that  notwithstanding  all  advancement 
yet  made  in  educational  science  and  art,  we  have  misunderstood, 
overlooked,  or  misapplied  many  of  the  most  important  truths. 
Further,  let  him  be  always  watchful  to  discover  what  has  been 
overlooked  by  others ;  by  this  means  he  will  find  much  that  has 
been  overlooked  by  himself. 

The  contact  of  mind  with  mind  is  the  best  means  of  gaining  new 
inspiration,  and  gathering  new  energy  for  the  teacher's  work.  Next 
to  this  is  the  printed  page.  Here  are  recorded  the  best  thoughts  of 
those  who  have  thought  most,  —  the. charts  and  soundings  which, 
carefully  studied,  may  save  from  many  dangers,  and  indicate  the 
course  to  higher  excellence  and  more  extended  usefulness.  Educa- 
tional books  and  periodicals  afford  the  teacher  the  means  of  compar- 
ing, his  work  with  that  done  by  others,  and  suggest  to  him  new 
motives  as  well  as  new  methods. 

Above  all,  the  teacher  should  seek  association  with  those  of  his 
own  profession.  "  Forsake  not  the  assembling  of  yourselves 
together,"  was  as  much  the  direction  of  a  philosopher  as  a  Christian. 
By  none  should  this  direction  be  more  strictly  regarded  than  by 
teachers.  As  they  are  more  separated  from  each  other  in  their  work, 
80  much  the  more  is  it  important  that  they  should  associate  to- 
gether. Teachers  lose  the  spirit  of  their  calling  by  working  alone ; 
let  them  renew  that  spirit  by  association.  "  The  letter  killeth  but 
the  spirit  maketh  alive."  Are  we  teachers  by  the  letter  or  with 
the  spirit  ?  —  of  forms  or  realities  ?  a.  g.  ^^. 


Oral  Teaching.  99 


Oral  Teaching. 


BT  MISS  FLORA  F.   BOLCOM. 


In  this  age  a  living  thought  is  not  only  a  desolating  denunciation 
to  error,  but  may  become  as  potent  in  rearing  the  temples  of  the 
future  as  the  slave  of  Aladdin  was  in  building  the  brilliant  palace  of 
his  master.  The  only  magic  left  of  all  the  necromancy  and  astro- 
logy of  the  past,  is  ever-living,  ever-electrifying,  beaming  human 
thought.  But  this  thought  lies  in  the  youthful  mind  unseen  and 
hidden  from  view  until  summoned  up  by  the  hand  of  the  teacher, 
the  cunning  magician  of  our  time. 

There  are  no  magical  inculcations  in  vulgar  fractions,  or  over- 
powering charms  in  the  spelling  book ;  they  furnish  nothing  but 
that  golden  sand  which  he  who  summoned  up  spirits  in  the  olden 
time  cast  upon  the  floor,  and  in  which  he  drew  his  magic  circles  and 
characters,  and  set  the  limits  to  the  march  of  his  ghostly  visitors. 

The  great  magic  wand,  potent  as  the  rod  of  the  great  Israelite  in 
the  hall  of  Pharaoh,  over  the  Red  sea,  or  in  the  wilderness,  and 
which  sways  the  heart  and  spirit  and  soul  of  the  scholar  is  not  to 
bo  found  in  any  school  book  which  has  yet  been  written.  And  as 
the  rod  of  Moses  was  the  hope  and  deliverance  of  Israel  long  ago, 
so  now  that  wand  which  the  teacher  may  wield  and  with  which  he 
may  call  forth  the  latent  and  dormant  energies  of  the  pupil's  mind, 
must  work  the  deliverance  of  the  youthful  Israel  of  the  present. 

The  pupil  may  learn  by  rote,  and  like  the  parrot  repeat  his  set 
phrases,  and  yet  be  stupid  and  ignorant.  He  may  be  able  to  render 
correctly  each  and  every  rule  of  any  text  book  of  the  school  room, 
and  still  be  far  from  educated.  Repeating  words  and  comprehend- 
ing the  thoughts  which  they  express  are  by  no  means  synonymous. 

The  same  words  in  which  Webster  uttered  his  sublime  and  mighty 
thoughts  had  long  been  known  to  his  countrymen )  but  few,  if  any, 
could  80  charge  them  with  the  electric  fire  of  thought;  and  happy 
were  those  who  fully  comprehended  their  force  and  meaning  when 
they  heard  them  uttered. 

The  human  mind  is  often  like  the  old  lamp  of  Aladdin  with  its 


100  Oral  Teachiug. 

base  outward  coating,  and  like  it  requiring  friction,  and  often  much 
of  it,  to  bring  out  its  virtues,  and  the  irritating  process,  when  properly 
applied,  often  produced  as  wonderful  results  upon  the  mind  as  it  is 
said  to  have  done  upon  the  wonderful  lamp.  It  may  bring  from  the 
dark,  still  domain  of  the  human  soul,  the  hitherto  dormant  and  un- 
seen germ  of  thought  which  sways  the  world. 

The  education  of  the  school  room  fails  in  its  office  and  purpose  if 
it  does  not  perform  this  miracle  of  grace  upon  the  mind,  if  it  does 
not  rouse  and  electrify  the  thoughts  and  send  them  coursing  like  & 
winged  Pegasus  through  the  universe.  The  learning  of  school 
books  is  not  an  end,  it  is  only  the  means  which  may  or  may  not  be 
be  made  of  great  service  in  attaining  a  higher  excellence  and 
reaching  a  more  elevated  realm  of  thought,  and  which  may  or  may 
not  adorn  the  future  life  with  its  value  and  usefulness.  The 
teacher  has  much  to  do.  He  stands  at  the  threshold  of  intellectual 
life,  with  his  finger  pressing  upon  the  dooi;  spring  to  the  temple  of 
thought,  and  it  is  his  duty  to  open  wide  the  portal  and  exhibit  to 
the  young  mind  the  wonders  and  riches  within  ;  to  carry  that  mind 
through  lofty  aisles  and  up  winding  stairs  to  the  great  dome  where 
the  vast  majesty  and  eternal  harmony  of  wisdom  break  like  a 
morning  sunlight  on  a  gorgeous  scene. 

To  accomplish  such  a  purpose  successfully,  great  tact  and  know- 
ledge of  human  nature  are  required.  A  love  for  the  work  and  a 
firm  resolution  to  accomplish  it  are  indispensable.  Above  all  else, 
a  genial,  cheerful  nature,  which,  like  a  never-clouded  ray  of  sunshine, 
brightens  and  illumines  every  spot  on  which  it  falls,  is  essential  to 
this  work.  If  these  exist  the  exercises  of  the  school  room  can 
hardly  go  wrong.  Nothing  will  then  seem  dull  or  irksome  to  the 
scholar. 

The  sunshine  of  a  pleasant  smile,  or  of  a  kind,  tender  and  loving 
word,  may  warm  the  cold,  sterile,  and  hitherto  unbroken  soil  of  a 
gloomy  nature,  into  life  and  usefulness,  when  sour  looks  and  bitter 
words  might  make  it  colder  and  more  barren  than  before.  The 
surly  boy,  who  will  not  be  moved  by  whipping  and  severe  remon- 
strances, may  feel  his  heart  throb  strangely  when  he  finds  you  have 
a  deep,  pure  sympathy  with  him,  and  may  waken  from  his  stupidity 
or  overcome  his  lawlessness,  if  only  to  show  that  he  is  grateful  to 
you  for  your  kind  words  and  generous  thoughts. 

If  the  teacher  approaches  and  conducts  the  exercises  of  the  school 


Oral  Ibaching.  101 

.  room  in  this  spirit,  his  coarse  can  but  be  pleasant  and  profitable  to 
ftll  concerned;  the  rest  will  be  plain  and  easy. 

These  general  ideas  should  be  the  governing  principles  in  all  the 
exercises  of  the  school  room.  Every  act  and  deed  should  be  tested 
by  a  high  standard.  No  passion  or  prejudice  should  be  allowed  a 
moment's  rule.  The  highest  and  noblest  sentiments  should  alone 
find  expression  or  bear  sway.  Exaudple  here  or  elsewhere  is  worth 
more  than  precept.  The  first  is  ever  present,  and  its  influence  con- 
stant upon  all ;  the  last  may,  and  oflen  does  pass  unheeded,  and  at 
least  is  frequently  forgotten. 

The  example  of  the  teacher  is  therefore  of  much  importance. 
Affability  and  courtesy  should  also  clothe  the  teacher  as  with  a  gar- 
ment, and  pride  and  affectation  be  sent  into  perpetual  exile. 

To  attempt  to  point  out  the  precise  oral  exercises  which  should  be* 
practiced  in  the  school  room  would  beyond  doubt  be  both  an  unsuc- 
cessful and  useless  task.  However  good  any  system  might  seem  to 
be,  if  continued  for  a  great  length  of  time  without  change,  it  would 
be  sure  finally  to  become  irksome  and  tiresome.  The  old  and  the 
young  become  alike  weary  to  satiety  of  the  best  the  world  affords,  if 
it  is  unvaried,  and  dullness  and  monotony  are  nowhere  to  be  more 
avoided  than  in  the  school  room.  The  teacher,  like  the  philoso- 
pher, must  be  constantly  trying  experiments  and  testing  new  modes. 
That  which  delights  to-day  may  seem  old  and  worn  out  a  year  from 
now,  and  when  it  becomes  so  it  should  be  abandoned.  That  which 
has  ceased  to  be  interesting  you  may  be  sure  will  soon  cease  to  be 
profitable.  It  may  not  be  true  that  everything  which  delights  a 
child  is  therefore  useful,  but  it  can  hardly  be  that  that  which  is 
irksome  and  dull  is  profitable  in  teaching.  You  must  awaken  and 
maintain  an  interest  if  you  would  succeed,  and  you  will  fail  without  it. 

The  oral  exercises  of  the  school  room  should  be  so  conducted  that 
the  teacher  is  sure  the  pupil  fully  understands  the  principle  or  fact 
under  discussion. 

The  repetition  of  the  language  of  the  school  book  should  never 
be  accepted  as  evidence  that  the  principle  is  fully  comprehended 
and  understood.  The  pupil  should  be  frequently  required  to  give 
explanations  in  his  own  language,  and  should  be  questioned  in  such 
a  manner  as  to  test  his  comprehension  of  the  subject.  When  he 
comes  to  face  the  world,  in  the  active  pursuits  of  after  life,  the 
language  of  books  will  not  suffice ;  he  must  then  find  words  of  his 


102  Oral  Teaching. 

own  to  express  his  ideas.  He  should  begin  to  do  this  at  school, 
and  the  practice  of  it  will  be  found  useful,  not  only  in  enriching 
his  knowledge  of  words,  but  in  giving  vitality  to  his  ideas,  and  in- 
creasing his  intellectual  powers. 

Originality  will  be  promoted,  self  reliance  insured,  and  a  better 
and  stronger  class  of  minds  given  to  the  world.  The  power  of  ex- 
pressing ideas  with  great  force,  beauty  and  precision,  is  extremely 
rare,  even  in  this  educated  age.  One  who  is  a  complete  master  of 
words  (if  indeed  such  can  be  found),  and  who  is  possessed  of  a  fair 
sh^re  of  ideas,  may  consider  his  future  as  almost  made.  He  may 
aspire  to  high  position  with  great  hope,  if  not  with  the  certainty 
of  success. 

The  British  parliament  is  one  of  the  most  exalted  and  august 
bodies  in  the  world,  and  its  highest  honors  have  long  been  borne 
by  the  most  eloquent  men  of  the  nation.  Mirabeau,  with  the 
burning  eloquence  of  his  tongue,  swayed  the  head  and  the  heart  of 
the  French  people,  and  bore  them  whither  he  would.  Luther,  for- 
tifying himself  behind  his  mighty  words,  as  behind  great  rocks,  in 
a  dark  age,  dared  to  assail  the  power  of  a  corrupt  ecclesiasticism,  and 
hurl  the  denunciation  of  speech  into  the  face  of  Antichrist  him- 
self. Cicero,  possessed  of  a  silver-tongued  eloquence,  assailed  cruelty 
and  depravity  in  an  age  when  they  were  universal,  and  from  judges 
bribed  against  him  extorted  the  judgment  of  guilt — in  every  age> 
whether  characterized  by  ignorance  or  intelligence,  the  power  next 
to  impossible  to  attain. 

The  oral  exercises  of  the  school  room  may,  to  a  great  extent,  aid 
the  acquirement  of  such  a  power,  although  it  must  be  admitted 
that  it  has  done  little  in  producing  such  results  in  the  past.  The 
oral  exercises  of  the  school  room  should  not  be  too  closely  coufined 
to  the  lessons  of  the  day.  The  teacher  should,  it  is  true,  see  that 
the  principle  of  each  lesson  is  thoroughly  understood.  There  is 
much  else  that  may  generally  be  drawn  in  during  the  recitation, 
immediately  or  more  remotely  connected  with  the  subject  of  the 
lesson,  which  may  afford  pleasant  themes  for  discussion,  or  happy 
opportunities  for  illustration.  These  the  teacher  may  lay  hold  of, 
and  clothe  the  subject,  which  otherwise  might  be  dry  and  dull,  with 
all  the  colors  of  romance,  and  adorn  it  with  the  jewels  of  thought. 
Suppose  the  class  to  be  in  geography,  and  Rome  the  subject  of 
the  lesson.     Two  thousand  years'   history  of  mingled   glory  and 


DeadrHeads.  103 

shame  are  before  you.  Rome  the  republic,  Kome  the  empire, 
Home  the  dominion  of  the  Pope,  Rome  struggling  for  liberty  and 
crushed  to  earth,  Rome  with  her  victorious  legions  sweeping  to  the 
ends  of  earth — her  triumphal  arches  and  processions  celebrating  vic- 
tories, her  stately  palaces,  her  trophies  and  her  memorials,  her  perse- 
cutions of  the  early  Christians  and  her  elevation  of  the  banner  of  the 
cross,  her  amphitheatres,  her  temples  and  statues,  float  in  a  vision 
before  us.  Vesuvius  is  above  us,  and  the  ruins  of  cities  around. 
About  upon  every  hand  are  the  golden  republics  of  the  middle 
ages,  now  lifeless  and  dead.  The  mind  and  soul  may  be  moved 
with  the  thrilling  memories  of  the  past,  the  sense  may  be  delighted 
with  the  sunny  skies  and  historic  scenes  of  the  present,  and  sad- 
dened with  the  dreams  of  the  future. 

These  are  but  a  few  general  hints  concerning  the  sources  from 
which  glowing  illustrations  may  be  drawn,  to  illustrate  a  single 
lesson.  Each  teacher  may  study  them  out  for  himself  at  his 
leisure.  He  will  find  there  is  no  end  to  the  variety.  These  may 
be  studied  and  made  to  do  your  bidding  in  the  cause  of  education. 

The  pale  spirits  of  departed  empires  and  dead  kings  may  thus 
be  brought,  at  the  waving  of  your  wand,  to  whisper  the  secrets  of 
the  long  past,  as  they  are  said  to  have  done  at  the  call  of  the  ma- 
gician of  another  age. 

That  was  fable;  this  may  be  made  reality.  That  was  for  the 
gratification  of  a  gloomy  superstition ;  this  for  the  advancement  of 
true  knowledge. 


Dead-Heads. 

If  each  individual  of  the  one  thousand  millions  that  inhabit  this 
earth  did  an  honest  life  work  —  threw  into  the  accumulating  mass  of 
accomplishment  his  earnest  effort,  no  matter  how  small  it  might  be — 
what  a  towering  mountain  of  achievement  would  grow,  day  by 
day,  before  the  wondering  eyes  of  the  thoughtful  watcher !  One 
would  bring  his  contribution  of  material  wealth,  his  gold  and  silver, 
the  product  of  toiling  years ;  another  would  bring  his  thought,  over 
which  he  had  labored  while  the  duller  masses  slept,  giving  it  a 
polished  beauty  which  would  secure  it  a  niche  in  the  temple  where 
the  gods  are  throned ;  another  would  bring  a  nature  exalted  by 


104  Dead-Heads. 

self-sacrifice,  nntil  it  shone  like  a  guiding  star  to  the  nplooking 
wanderer, —  all  would  bring  manifold  treasures  which  should  make 
the  world  a  millionfold  wealthier  than  it  is  to  day. 

Let  one  investigate  the  successful  efforts,  nay,  the  thorough, 
though  unsuccessful  efforts  of  his  own  acquaintance,  and  he  shall 
find  that  the  larger  portion  of  labor  is  attempted  because  goads  of 
one  kind  or  another  are  behind  the  drudges.  For  these  narrow- 
brained  men  and  women,  who  go  to  their  daily  tasks  like  driven 
slaves,  seeing  not  that  labor  is  honored  and  crowned  of  God  who 
worketh  always,  are  drudges.  They  do  not  honor  their  vocation  — 
how  can  their  vocation  honor  them  ?  They  do  not  feel  that  the 
world  needs  them  more  than  they  need  its  rewards ;  that  from  every 
department  of  life  the  cry  is  for  vitalized  effort.  They  do  not 
believe  in  the  progress  of  the  world ;  they  are  blind  to  the  fact 
that  humanity  stands  to  day  upon  a  higher  level  than  it  did  a  cen- 
tury ago;  and  having  no  aspirations  to  help  the  good  cause  forward, 
are  contentVith  asserting  that  the  world  owes  them  a  living,  forgetting 
to  ask  whether  they  themselves  have  first  earned  it.  Miserable 
dead-heads!  they  never  realize  that  the  grand  old  earth,  rolling 
onward  in  its  appointed  path,  ought  to  grudge  them  the  graves  they 
will  fill  after  they  have  wasted  lives  that  might  have  been  blessings  ; 
that  might  have  been  like  wayside  fountains,  where  the  toiling,  thirsty 
worker  would  have  quenched  the  consuming  fever  of  life,  and 
gained  fresh  strength  for  frCish  encounters. 

Labor  is  a  blessing.  Undoubtedly  many  would  have  it  an  unmiti- 
gated curse ;  but  will  they  say  what  the  world  would  have  been 
without  it  ?  Suppose  for  a  moment  that  a  life  of  tropical  idleness 
were  att^iinable  by  all;  or,  that  by  some  moans,  the  merely  animal 
wants  of  our  nature  were  to  be  satisfied  without  man's  effort ;  where 
would  be  the  intellectual  growth  of  the  ages?  where  the  moral 
elevation  ? 

Look  back  over  your  own  individual  life  !  Has  not  hard  work — 
work  that  drained  your  very  life  —  done  more  for  your  character 
than  any  other  force  ?  Has  it  not  given  you  self-reliance  ?  Has 
not  the  conciousnessof  enrmng  your  position  given  you  a  security 
therein  that  you  could  not  otherwise  have  possessed  ?  Can  you  not 
look  the  crowd  more  firmly  in  the  eye,  feeling  that  you  give  them 
more  than  they  give  you  ? 

Doubtless  this  sentiment  should  be  gniven  upon  our  hearts  — 
*'  I  mean  to  leave  the  world  better  for  my  life.''     It  is  not  conceit 


Dead-Heads.  105 

to  cherish  such  an  intention ;  it  is  a  lack  of  duty  not  to  do  it.  Per- 
haps some  weakling  may  think  it  presumption  to  feel  that  one  is  a 
force  in  the  world.  Each  one  may  be  a  force ;  each  one  may  bring 
his  peculiar  power,  and  apply  it  to  the  elevation  of  society.  No 
one  person  can  do  eyerything,  but  each  is  a  part  of  that  brother- 
hood upon  whom  the  whole  burden  rests.  And  can  any  shrink 
from  the  task,  and  wear  upon  his  soul  the  seal  of  accepted  service  f 

It  seems  to  me  that  a  school  is  the  place,  of  all  others,  for  suc- 
cessful labor  in  helping  on  the  masses  towards  a  loftier  summit 
And  these  uneducated  masses  we  shall  always  have,  so  long  aa 
America  shall  keep  her  doors  wide  open,  and,  over  the  portal,  the 
oppressed  shall,  with  eager  eyes  and  eager  soul,  read  the  words-— 
"  Liberty  and  Welcome."  Is  not  this  the  mission  of  our  country, 
to  reach  continually  down  to  the  very  dregs  which  European  insti- 
tutions cast  upon  our  shores,  and  lift  these  down -trodden  from  the 
deep  ruts  into  which  they  have  been  crushed  by  the  golden  chariots 
of  royalty,  and  set  them  upon  their  feet,  and  teach  them  how  to  use 
this  l^eedom  which  we  deny  to  none?  For  however  slowly  it  is  de- 
veloped, the  central  idea  of  American  politics  is  the  equality  of 
ALL  MEN.  It  is  the  cornerstone  of  this  government ;  and  based 
upon  that  principle,  we  may  defy  tyranny  in  all  its  forms,  whether 
it  reach  threateningly  over  the  ocean,  or  rear  a  rebellious  front  within 
our  own  territory.  The  teacher,  more  particularly  if  he  be  in  a 
public  school,  comes  into  contact  with  these  lower  classes ;  he  may 
instruct  in  the  love  of  country ;  he  may  awaken  sluggish  minds  to  a 
sense  of  desirableness  of  knowledge,  of  the  supreme  beauty  of  truth. 
And  the  school  room  may  be  a  source  whence  shall  flow  a  stream  of 
intelligence  towards  many  a  lowly,  miserable  home,  that  else  would 
be  wholly  barren  of  such  influence.  So  do  not  go  to  your  crowded, 
may  be  unpleasant  school  rooms,  as  though  you  were  drudging  life 
away  !  feel  the  true  nobility  of  your  work,  and  honor  your  position 
by  a  fidelity  that  shall  act  upon  character  when  your  heart  lies  still 
in  your  bosom. 

Workers  despise  dead-heads  most  thoroughly.  They  are  the 
dreaded  nuisance  of  railroad  men;  of  steamboat  men;  of  all  sorts 
of  agents,  from  him  who  has  the  power  to  pass  them  around  the 
world,  wishing  most  heartily  that  he  could  pass  them  out  of  it,  to 
him  who  exhibits  a  fat  woman  or  a  dwarf.  These  dead-heads  spend 
time  enough  waiting  for  an  opportunity  to  beg,  to  earn  much  toward 
independently  paying  their  way.     And  with  brazen  face  reaching 


106  Dead-Heads. 

to  the  sublimity  of  eflFrontery,  tbey  ask  for  this,  that,  or  the  other 
favor,  as  if  it  were  their  right.  Transportation  companies,  undoubt- 
edly, run  a  line  of  steamers  for  their  convenience,  although  they  do 
not  thus  advertise ;  thousands  of  miles  of  iron  track  are  laid  for 
their  pleasure ;  and  for  their  pleasure  the  weary  engineer  drives  his 
iron  steed  through  valleys  and  over  hills.  What  will  not  these 
persistent  dead-heads  take  from  the  men  who  by  their  energy  keep 
the  world  moving  ?  "  Those  that  will  work  may  work*'  is  an  old 
adage,  and  is  based  upon  the  traditional  existence  of  these  dead- 
heads. Unambitious  sons  drain  the  purses  of  weak  fathers )  sisters, 
with  too  little  self-respect,  hang  upon  the  willing  arms  of  brothers 
who  are  struggling  for  a  mere  foothold  from  which  to  operate  for 
the  prizes  which  the  world  holds  up  before  them.  Thousands 
among  us  seem  to  be  ever  absorbents,  taking  in  all  the  material, 
physical  benefits  they  can  gain  from  any  source;  giving  out  an 
amount  that  may  be  represented  by  zero. 

Miserable  debtors  all !  never  caring  to  balance  accounts,  the  day 
of  their  death  will  find  them  buried  beneath  mountains  of  obligation. 
The  great,  impartial  sun  has  poured  its  golden  tides  through  etherial 
channels  for  them ;  the  pure,  invigorating  air  has  reddened  their 
blood,  and  sent  it  burdened  with  health,  through  their  veins ;  for 
them  have  the  fields  waved  with  yellow  grain,  and  ocean  and  conti- 
nent wrought  unceasingly ;  and  they  have  lived,  a  shame,  and  a  dis- 
grace, amid  all  this  unresting  toil. 

If  there  is  one  truth  that,  more  than  another,  should  be  impressed 
upon  the  young,  it  is  this — that  labor  is  honorable.  Let  those  who 
are  in  daily  contact  with  the  developing  mind  of  this  country  seek 
to  root  out  the  least  degree  of  the  feeling  that  work  is  somewhat 
of  which  to  be  ashamed.  Teach  the  girls  that  there  are  beauties 
more  to  be  desired  than  white  hands  and  delicate  faces ;  that  under 
certain  circumstances,  red,  mis-shapen  hands  may  speak  more  elo- 
quently and  presuasively  for  the  possessor,  than  the  opposite  could 
do.  I  remember  such  a  pair  of  hands,  belonging  to  a  patient-faced 
woman  whose  life  was  passing  away  amid  the  cares  of  a  sick  room, 
by  the  bed-side  of  a  paralyzed,  aged  mother.  To  be  sure  a  sculptor 
might  not  desire  to  carve  such  an  one ;  bul  there  is  a  moral  expres- 
sion about  it,  which,  somehow,  is  not  gotten  from  diamonds  and 
amethysts  and  snowy  fingers. 

And  teach  the  boys  not  to  seek  the  laziest  life ;  make  them  feel  a 


Claims  of  the  Natural  Sciences.  107 

little  too  manly  to  take  the  girls'  bread  and  butter,  by  taking  the 
situations  that  they  might  fill,  if  only  the  boys  did  not  think  it  was 
HO  pretty  to  stand  behind  a  glass  show-case,  and  sell  ladies  trim- 
mings and  worsteds.  Make  them  feel  that  the  foundry  and 
the  forest  are  better  places  for  their  manhood  than  variety  stores. 
The  teachers  of  this  country  have  a  tremendous  power  which  should 
aid  in  social  revolution,  and  with  this  power  they  are  invested  with 
a  tremendous  responsibility.  Let  them  not  prove  false  to  the 
trust.  &f.  A.  R. 


Claims  of  the  Natural  Sciences. 

Second  Artiolb. 

Recollection,  or  the  power  which  the  mind  has  of  recalling  into 
conciousncss  our  former  experiences,  depends  upon  certain  princi- 
ples of  association,  viz  :  congruity  of  time  and  place,  resemblance  or 
contrast,  and  the  relation  of  effect  to  cause.  Any  study  which 
calls  into  activity  these  associative  principles  and  thus  tends  to  make 
their  action  habitual,  necessarily^cultivates  the  power  of  recollection. 
Passing  over  temporal  and  local  associations  which  are  the  lowest 
in  rank  and  most  commonly  possessed  of  the  associative  principles, 
of  the  remaining  ones  this  may  be  remarked,  that  while  several 
departments  of  study  cultivate  them  in  a  greater  or  less  degree,  it 
is  in  the  very  nature  of  scientific  studies  to  bring  them  into  constant 
activity;  for  here  the  student  is  constantly  required  to  note  the 
resemblances  and  diversities  of  bodies,  to  form  them  into  groups 
according  to  their  resemblances,  or  to  separate  them  where  they 
are  diverse,  to  trace  effects  to  their  proper  causes,  and  to  be  able  to 
predict  the  effects  which  will  be  likely  to  result  from  the  operation 
of  a  given  cause.  Thus  while  an  exclusive  efficiency  can  by  no 
means  be  ascribed  to  scientific  study  in  developing  the  power  of 
recollection,  still  a  high  rank  may  justly  be  ascribed  to  it  among 
the  studies  fitted  to  discipline  this  important  department  of  the 
intellect. 

As  a  discipline  for  the  representative  faculty,  which  is  commonly 
termed  conception  when  confined  to  the  actual^  and  imagination, 
when  engaged  about  the  ideal^  the  natural  sciences  are  probably 
less  useful  than  some  other  studies  that  may  be  employed  :  though 
surely,  descriptive  astronomy,  conversant  about  those  vast  and   un- 


1 08  Brevity  of  Life. 

iinmbered  worlds  which  people  the  reahns  of  space,  kept  each 
within  its  appointed  bounds  by  the  unerring  hand  of  Omnipotence ; 
and  geology,  ranging  in  its  investigations  over  an  almost  eternity 
of  past  time,  contemplating  the  gigantic  forces  which  have  from 
time  to  time  rent  the  earth's  rocky  framework  aud  heaped  high  its 
mountain  chains,  and  describing  the  remains  of  those  unique,  long- 
extinct  races  which  in  due  succession  have  thronged  the  surface 
of  our  planet,  and  which  this  inquisitive  age  has  disinterred  from 
their  stoay  sepulchers  to  excite  the  wonder  of  men  and  change  the 
current  of  long-received  opinion,  —  may  in  proper  hands,  afford  no 
mean  instruments  for  cultivating  the  imagination. 

It  may,  however,  justly  excite  our  wonder  that  the  natural  sci- 
ences are  not  more  largely  used  in  all  classes  of  schools,  to  cultivate 
what  may  be  termed  the  faculty  of  comparison,  in  all  its  various 
modes  of  operation,  —  furnishing  as  they  do,  in  several  respects, 
the  most  natural  and  elegant  aids  for  that  purpose.  For  these 
sciences  furnish  continual  occasions  for  the  exercise  of  abstraction 
and  generalization  in  the  study  of  the  special  qualities  of  objects 
and  phenomena,  and  in  the  classification  of  these  according  to  the 
agreement  of  their  qualities  and  properties;  for  the  exercise  of 
judgment  in  all  the  varied  processes  of  observation  and  investiga- 
tion; for  the  use  of  induction,  in  mounting  from  particular 
facts  of  experience  to  general  truths;  and  for  the  use  of  deduction 
in  the  extension  of  general  laws  and  preexisting  classifications  to 
particular  phenomena,  and  newly-observed  objects. 

In  this  statement  it  is  not  intended  to  underrate  the  worth  of 
other  studies  as  a  discipline  for  the  reasoning  power ;  but  merely 
to  call  attention  to  the  fact  that  the  eflSciency  of  the  natural  sci- 
ences, in  this  respect,  has  been  strangely  undervalued.  Let  mathe- 
matical and  lingual  studies  be  pursued,  as  they  long  have  been,  but 
let  the  sciences  go  hand  in  hand  with  them  as  their  worthy  and 
coordinate  fellow-worker.  s.  G.  w. 


Brevity  of  Life.  —  At  best,  life  is  not  very  long.  A  few  more 
smiles;  a  few  more  tears;  some  pleasure;  much  pain;  sunshine 
and  songs;  clouds  and  darkness;  hasty  greetings;  abrupt  fare- 
wells—  then  the  scene  will  close,  and  the  injurer  and  the  injured 
will  pass  away.     Is  it  worth  while  to  hate  each  other  ? 


Beading  and  Voting.  109 


Beading  and  Voting. 

It  is  a  wise  and  generous  provision,  that  the  common  schools  of 
our  state  are  practically  free  and  open  to  all.  In  a  government  like 
ours,  it  is  well  that  the  rudiments  and  first  stages  of  learning  should 
be  brought  within  the  reach  of  the  poorest.  Politically  speaking, 
a  little  learning  is  not  only  not  a  dangerous  thing,  but  it  is  essential 
to  an  independent,  honest  discharge  of  the  duties  of  citizenship. 
The  jealous,  narrow-minded  Athenian  who  was  tired  of  hearing 
Aristides  called  "  the  just,"  could  neither  write  nor  read  his  own 
ballot ;  and  in  courteously  complying  with  the  request  to  write  a 
vote  for  his  own  ostracism,  Aristides  revealed  his  enjoyment  of  that 
personal  supremacy  that  rests  on  high  intelligence  and  conscious 
integrity. 

Ought  the  state  to  be  satisfied  with  a  provision  that  simply  makes 
it  possible  for  all  voters  to  be  able  to  read  their  vot^s  ?  Is  there  not 
need  of  further  stimulus  and  incentive  to  the  gaining  of  the  lower 
forms  of  culture  ?  In  1858  it  was  made  one  of  the  laws  of  Con- 
necticut that  no  one  should  be  admitted  to  the  privileges  of  an  elect- 
or who  was  not  able  to  read  publicly  any  clause  of  the  constitution 
of  that  state.  It  is  said  that  this  law  has  had  a  marvelous  effect  in 
increasing  the  number  of  adult  pupils  at  evening  schools,  and  that 
many  politicians  have  become  school  masters,  with  an  irrepressible 
zeal  to  introduce  freshly  imported  foreigners  into  Noah  Webster's 
temple  of  knowledge.  It  need  not  be  doubted  that  a  similar  law 
in  our  state  would  be  attended  with  desirable  results ;  that  evening 
schools  for  adults  would  be  increased  in  number  and  more  largely 
attended;  that  many  day  laborers  would  be  withdrawn  from  the 
beer  saloon  and  the  low  dance ;  that  the  right  of  suffrage  would 
acquire  a  higher  value  in  the  esteem  of  our  foreign  population,  and 
that  its  exercise  would  be  more  independently  exercised.  It  need 
not  be  doubted  that  such  a  law  would  act  as  a  kindly  incentive  to 
the  pursuit  of  knowledge,  and  would  lessen  the  evils  that  embarrass 
the  working  of  our  republican  system.  In  time  such  a  law  would 
almost  remove  from  our  census  tables  that  ill-omened  column  of 
'^  adults  unable  to  read  or  write." 


110  Books  of  Reference. 

It  is  not  a  creditable  fact,  or  a  comfortable  fact  to  contemplate,  that 
our  state  has  400,000  children  between  the  ages  of  5  and  21  who 
are  not  sent  to  school.  It  shows  that  many  parents  are  too  ignorant 
or  too  indifferent,  or  too  mercenary,  to  secure  for  their  children  the 
blessings  of  knowledge.  It  shows  that  too  many  children  of  tender 
years  are  kept  at  work  on  the  farm  or  condemned  to  the  factory.  It 
reveals  an  unseemly  haste  to  put  children  where  they  will  earn 
money,  when  they  ought  to  be  busy  with  the  rudiments  of  know- 
ledge. It  shows  that  in  too  many  cases  education  is  placed  after 
money,  and  that  the  safeguards  of  popular  intelligence  should  be 
still  further  strengthened  by  legislative  authority.  E.  N. 


Books  of  Beference. 


Few  ordinary  mortals  can  attain  to  such  perfection  of  memory  as 
to  retain  for  use,  even  in  their  principles,  all  the  material  of  know- 
ledge which  the  duties  of  their  daily  work  may  require ;  and  many 
things  are,  of  necessity,  of  such  nature,  that  to  know  where  infor- 
mation touching  them  may  be  found  must  suffice  for  most  persons. 
This  is  specially  true  of  teachers;  for  whilst  on  the  one  hand,  there 
should  be  such  a  familiarity  with  the  great  leading  principles  of  the 
branches  they  essay  to  teach,  as  to  give  independence  in  statement, 
and  felicity  in  illustration,  yet  every  day's  experience  in  the  class 
room,  and  in  the  processes  of  the  teacher's  own  thought,  demands 
that  the  best  means  shall  be  at  hand  for  aid  in  special  cases,  and  on 
disputed  points.  Books  of  reference  —  cyclopaedias,  dictionaries, 
compends,  as  of  history,  chronology  and  grammar,  gazetteers,  maps, 
etc.,  become  a  necessity.  Among  the  noted  works  of  this  class 
Goold  Brown's  Grammar  of  Grammars'*^  holds  honorable  place. 
It  was  the  work  of  years,  and  its  preparation  seems  to  have  been  a 
labor  of  love. 

As  early  as  1824  the  author  had  formed  a  purpose  of  preparing 
such  a  work,  and  in  1836  he  completed  an  elaborate  essay  on  Lan- 
guage, which  appears  as  an  introduction  to  this  grammar,  and  occu- 
pies 143  closely  printed  royal  octavo  pages.  The  titles  of  the 
chapters  of  this  introduction  are  as  follows  :    1.  Of  the  science  of 

♦  The  Grammar  of  English  Grammars,  with  an  Introduction  historical 
and  critical,  etc.  By  Goold  Brown,  with  a  complete  Index  of  matters  by 
S.U.  Berrian,  A.M.    New  York :  William  Wood  and  Co. 


Boohs  of  Reference.  Ill 

grammar ;  2.  Of  grammatical  authorship ;  3.  Of  grammatical  suc- 
cess and  fame )  4.  Of  the  origin  of  language  ]  5.  Of  the  power  of 
language ;  6.  Of  the  origin  and  history  of  the  English  language  ; 
7.  Changes  and  specimens  of  the  English  language;  8.  Of  the 
grammatical  study  of  the  English  language  ;  9.  Of  the  best  method 
of  teaching  grammar;  10.  Of  grammatical  definitions;  11.  Brief 
notes  of  the  schemes  of  certain  grammars. 

Of  this  introduction  it  may  be  said  that  the  evidence  it  gives  of 
critical  study,  and  a  large  acquaintance  with  the  writings  of  the 
leading  men  of  past  time  who  had  given  any  attention  to  the  subject 
of  language,  shadows  forth  the  more  minute  and  detailed  examples 
to  be  foumd  in  the  grammar  itself.  For  the  general  English  reader, 
the  sixth  chapter,  whose  title  is  given  above,  will  be  found  to  contain 
a  brief,  concise,  and  intelligent  statement  of  the  history  and  develop- 
ment of  the  language.  The  seventh  chapter  gives  55  specimens  of 
English  exhibiting  the  characteristic  changes,  from  the  11th  centu- 
ry, at  short  intervals,  to  the  present. 

The  926  pages  of  the  grammar  proper  would  seem  sufficient  to 
embrace  all  that  can  be  said  of  the  grammar  of  our  mother  tongue, 
and  without  doubt  embraces  many  things  that  are  irrelevant  or 
merely  curious ;  yet  in  order  to  due  completeness,  it  seems  essential 
that  the  very  fullness  of  citation  even  of  authors  of  little  note  or 
authority,  should  be  preserved.  It  is  a  rare  thing  to  find  in  the 
development  of  any  scheme,  such  unity  of  plan  coupled  with  full- 
ness every  where  abounding.  The  author  is  seldom  diverted  from 
his  purpose ;  and  even  his  severest  strictures  and  most  caustic  hits 
at  the  smaller  (and  some  respectable)  grammarians,  serve  to  place 
his  own  methods  in  a  stronger  light. 

Whilst  we  cannot  accept  his  choice  of  terms,  classifications,  and 
definitions,  as  in  all  cases  the  best  that  have  been  devised,  yet  no 
work,  as  a  whole,  is  throughout  more  consistent  than  this.  In  Syn- 
tax he  especially  excels,  and  when  we  consider  the  multiplicity  of 
"  Systems  of  Analysis"  that  prevail,  it  is  refreshing  to  read  his 
clear  and  comprehensive  digest  of  the  leading  schemes,  and  his  own 
common  sense  methods. 

It  may  here  be  remarked,  as  in  parenthesis,  that  Mr.  Kiddle's 
additions  to  the  "  Institutes  "  supply  a  want  many  teachers  had 
felt  in  the  author's  own  edition,  and  give  additional  value  to  the 
severe  and  orderly  presentation  of  the  subject. 

Mr.  Berrian's  verbal  index  of  32  double  column  pages  completes 


112  Mexican  Euins. 

what  was  necessary  to  make  the  Grammar  of  Grammars  available  to 
all  teachers,  and  students  as  a  work  of  easy  reference. 

Such  books  as  this,  and,  in  the  present  state  of  grammatical  study, 
this  book  especially,  should  be  on  the  desk  of  every  teacher,  in 
every  school  room.  Trustees  can  not  do  a  better  service  than  to 
procure  it  for  the  use  of  their  schools,  and  its  purchase  with  the 
library  funds  would  be  of  more  value,  than  to  expend  them  for  the 
worthless  volumes  so  generally  found  in  school  libraries. 

Brief  notices  of  other  works  of  reference  will  occupy  succeeding 
articles. 


The  Ruins  of  an  extensive  Mexican  aboriginal  city,  which  have 
just  been  discovered,  are  in  the  forest  of  Jicorumbo,  in  the  province 
of  Tlaxicala.  The  temples  are  of  immense  size,  some  with  vaulted 
roofs,  and  so  well  preserved  that  ancient  paintings  appear  fresh.  The 
courts  are  filled  with  hideous  and  grotesque  idols,  and  pyi^amids 
surmounted  by  the  same.  The  whole  is  enveloped  in  a  dense  forest 
of  cedar  and  ebony  trees.  Some  of  these  cedars  are  of  such  im- 
mense size,  that  eight  men  taking  hold  of  hands  together  could  not 
reach  around  one  of  them.  These  forests  are  on  healthy  table-lands, 
about  fifty  miles  from  the  port  of  Tuxan. 


CoNTROVERST. — This  very  good  reason  for  avoiding  controversy 
is  taken  from  Dr.  Holmes'  ^'  Autocrat  of  the  Breakfast  Table  :  ^^  If 
a  fellow  attacked  my  opinion  in  print,  would  I  reply  ?  Not  I.  Do 
you  think  that  I  don't  understand  what  my  friend,  the  Professor, 
long  ago  called  the  hydrostatic  paradox  of  controversy?  Don't 
know  what  that  means  ?  Well  I'll  tell  you.  You  know  if  you  had  a 
bent  tube,  one  arm  of  which  was  the  size  of  a  pipe  stem,  and  the 
other  big  enough  to  hold  the  ocean,  water  would  stand  in  the  same 
bight  in  the  one  as  the  other  ?  Controversy  equalizes  fools  and 
wise  men  in  the  same  way ;   and  the  fools  know  it." 

The  Beloved  of  the  Almighty  are  the  rich  who  have  the 
humility  of  the  poor,  and  the  poor  who  have  the  magnanimity  of  the 
rich. — Sadde. 

The  Law  of  Labor. — No  one  will  consider  the  day  is  ended, 
until  the  duties  it  brings  have  been  discharged. — Booker, 


Resident  Editor's  Department 


MISCELLANY, 

Wahtbd.— No2  (Nov.  1864),  of  Vol.  6,  New  Series,  of  N.  Y.  Teacher. 
Any  of  our  friends  who  do  not  preserve  the  numbers,  will  greatly  oblige  us 
by  sending  us  copies  of  the  above  named  number. 

State  Superintendents. —  During  the  session  of  the  National  Teachers* 
Association,  at  Harrisburg  last  summer,  the  State  Superintendents  pres- 
ent held  a  meeting,  and  voted  to  form  a  national  association  composed  of 
State  Superintendents  of  schools,  and  of  Superintendents  of  the  larger 
cities.  The  first  regular  meeting  is  to  be  held  in  Washington,  Feb.  6,  1866, 
at  3  p.  M.  A  committee  on  organization  will  report.  Subjects  have  been 
assigned  to  different  gentlemen  as  follows  :  Hon.  C.  R.  Coburn  (Pa.) — 
School  Statistics ;  Hon.  L.  YanBokkclen  (Md.) — Uniform  School  Systems 
in  the  different  States,  Hon.  E.  E.  White  (Ohio) — National  Bureau  of 
Education:  Hon.  J.  White  (Mass.)  Free  High  Schools  —  Hon.  L.  Van- 
Bokkelen,  Baltimore,  was  Secretary  of  the  last  meeting. 

Earthquake  in  California. —  They  had  a  *'  shaking  up  "  (or  down)  on 
the  Pacific  coast,  the  8th  of  October.  The  Teacher  is  jolly  over  it.  Couldn't 
keep  down  that  irrepressible,  although  types  were  knocked  into  **  pi." 
The  State  Teachers'  Institute  met  Sept.  19,  for  ontf  week.  We  can  not  see 
but  the  proceedings  were  very  proper  and  very  good,  and  perhaps  the 
earthquake  is  premonitory  of  the  shaking  the  same  Institute  and  the 
Teacher,  have  in  store  for  ignorance  and  other  things  that  won't  keep  out 
of  the  way. 

Natural  History  for  the  Young. —  **  For  many  years  it  has  been  one  of 
my  constant  regrets  that  no  school-master  of  mine  had  a  knowledge  of 
Natural  History,  so  far,  at  least,  as  to  have  taught  me  the  grasses  that 
grow  by  the  wayside,  and  the  little  winged  and  wingless  neighbors  that  are 
continually  meeting  me,  with  a  salutation  which  I  can  not  answer,  as  things 
are!  Why  didn't  somebody  teach  me  the  constellations,  too,  and  make  me 
at  home  in  the  starry  heavens,  which  are  always  overhead,  and  which  I 
don't  half  know  to  this  day  ?  I  love  to  prophesy  that  there  will  come  a 
time,  when  not  in  Edinburgh  only,  but  in  all  Scottish  and  European  towns 
and  villages,  the  school-master  will  be  strictly  required  to  possess  these  two 
capabilities  (neither  Greek  nor  Latin  more  strict!)  and  that  no  ingenious 
little  denizen  of  this  universe  be  thenceforward  debarred  from  his  right  of 
liberty  in  these  two  departments,  and  doomed  to  look  on  them  as  if  across 
grated  fences  all  his  life."— T'Aomax  Carlysle, 

[Vol.  XV.    No.  4.]  8 


114  Resident  Editor's  Department. 

Thb  Newbpapeb  Press  and  Education. —  We  are  glad  to  notice,  that  since 
the  close  of  the  war  there  is  evidence  of  an  increasing  interest  on  the  part 
of  the  weekly  press  on  the  subject  of  public  education.  The  Utica  Herald 
in  a  notice  of  our  September  number,  which  contained  a  record  of  the  pro- 
ceedings of  our  annual  meeting,  speaks  some  encouraging  and  comforting 
words.  It  says:  **The  convention  at  Elmira  was  highly  successful.  A 
large  number  of  educators  from  all  parts  of  the  state  were  present.  The 
proceedings  were  of  a  character  indicating  the  large  liberality,  and  the 
earnest,  progressive,  yet  practical  spirit  of  the  profession  whose  relations 
with  the  state,  with  society,  with  the  family,  and  with  individuals  are  so 
vitally  important.  A  noticeable  feature  in  the  Conventions,  and .  Convoca- 
tions which  occurred  during  the  past  season,  was  the  individualized  pro- 
fessional tone  manifested.  Teachers  are  evidently  beginning  to  recognize 
the  distinctive  character,  requirements,  aims,  rewards  and  dignity  of  the 
calling.  Men  and  women  are  coming  to  regard  it  not  so  much  as  a  tempo- 
rary expedient  —  a  means  to  obtain  a  few  dollars  to  enable  them  to  get  out 
of  town  —  or  as  a  stepping  stone  to  a  permanent  position.  It  is  true  that  to 
the  class  who  have  and  do  yet  thus  regard  their  occupation,  the  discipline 
of  teaching  proves  an  efficient  agent  of  mental  and  moral  culture.  Not 
many  years  ago  a  tutor  was  selected  to  instruct  the  two  lower  classes  of 
one  of  our  colleges,  in  the  Latin  language.  By  aid  of  the  pullings  of 
'  "ponies"  and  the  pushings  of  considerate  and  friendly  upper  classmen, 
he  contrived  without  positive  disgrace,  to  reach  the  goal  of  his  up-hill 
course, —  the  end  of  the  term.  Of  course  the  students  who  recited  Livy  to 
him  received  no  profit  from  his  instructions:  the  most  of  them  knew  the 
language  better  than  he  did.  But  the  time  was  not  lost  on  the  tutor.  He 
afterwards  made  the  shameful  but  naive  confession  that  he  had  <' learned  a 
great  deal  of  Latin  during  his  tutorship."  One  example  may  illustrate  a 
thousand  instances.  But  happily,  teachers  are  beginning  more  thoroughly 
and  carefully  to  prepare  themselves  for  their  duties,  and,  heeding  the  les- 
sons of  experience,  earnestly  to  press  forward  to  their  chosen  work.  To 
this  end  their  Associations  and  Conventions  are  furnishing  much  needed 
stimulus  and  encouragement.  They  are  fast  crystallizing  and  organizing 
teaching  into  a  profession."  It  gives  us  pleasure  to  say,  that  we  rejoice 
in  welcoming  such  co-laborers,  and  that  the  Herald  is  a  live  newspaper 
doing  a  noble  work. 

Rensselaer  PoLTTEUHiNio  Institute. —  We  are  indebted  to  Prof.  Charles 
Drowne,  for  a  copy  of  the  Annual  Register  of  this  institution.  It  main- 
tains its  established  reputation  as  a  school  of  theoretical  and  practical 
science.     The  present  number  of  students  is  152. 

Trustee  Meetings. —  These  are  becoming  an  established  institution  in 
Indiana,  why  can  not  our  school  commissioners  inaugurate  them  in  this 
state  ? 


Resident  Editofs  Department  115 


PERSONAL, 

Mr.  Jambs  Atwateb,  for  many  years  superintendent  of  the  Lockport 
Schools,  and  now  President  of  State  Teachers'  Association,  recently  re- 
signed his  position  at  Lockport,  to  become  resident  principal  of  Bry- 
ant and  Stratton's  Commercial  College  at  Syracuse.  We  learn  that  upon 
his  resignation,  the  1st  of  October,  the  Lockport  schools  presented  him  a  sil- 
ver set,  and  an  **  easy  chair  "  (rather  a  luxury  for  a  school  master),  at  a  cost 
of  $175.  The  pupils  connected  with  the  Union  School  have  had  Mr.  Atwa- 
ter's  portrait  suspended  on  the  wall  of  the  school  room.  All  who  know  him 
need  not  be  told  that  the  cost  of  these  gifts  and  of  this  memorial  are  no 
measure  of  the  *'loTe  sincere  and  reverence  in  their  hearts  they  bear  him.*' 

Mr.  James  Ferguson,  for  many  years  a  teacher  in  Lockport  in  a  private 
school,  succeeds  Mr.  Atwater,  To  say  that  Mr.  F.  is  a  Scotchman  is  to 
vouch  for  his  scholarship  and  integrity ;  we  hope  to  meet  him  some  day. 

Prof.  B.  M.  Reynolds,  still  fills  with  ability  the  post  of  principal  of  the 
Union  School.  There  arc  260  pupils  in  the  senior  department,  and  225 
in  the  junior. 

Prop.  James  H.  Hoose,  for  many  years,  an  earnest  and  zealous  friend  of 
the  Tbacber,  has  obtained  the  past  autu-nn  in  various  institutes,  one  hun- 
dred and  forty-five  (H5)  subscribers.  We  had  a  pleasant  call  from  him 
a  few  weeks  since,  on  his  way  to  Massachusetts,  Conn.,  N.  Y.  City  and  our 
own  normal  school,  on  a  tour  of  visitation,  preparatory  to  reorganizing 
the  English  Department  in  Genessee  Weslyan  Seminary.  Appreciation  of 
the  value  of  his  services,  has  induced  the  trustees  to  increase  his  salary. 

Professor  Aqassiz  is  exploring  the  Amazon  river,  and  has  already  dis- 
covered sixty  new  species  of  fishes. 

M.  V.  B.  Shattuck,  formerly  of  this  state,  has  been  fippointed  superintend- 
ent of  schools  in  Lacon,  III. 

Dr.  Charles  Richardson,  of  England,  author  of  **  a  new  Dictionary  of 
the  English  language,"  died  October  6,  1865,  at  the  age  of  ninety-one 
years,  preceding  Dr.  Worcester  by  only  a  little  over  two  weeks.  Dr. 
Richardson's  Dictionary,  in  two  large  4to  volumes,  had,  we  believe,  not  a 
very  large  sale,  but,  as  a  compendium  of  English  literature,  full  in  its 
quotations,  and  especially  rich  in  early  examples,  it  has  always  been  prized 
by  scholars. 

Prop.  E.  L.  Youmans,  of  New  York,  has,  it  is  said,  accepted  the  pro- 
fessorship of  Natural  Philosophy,  in  Antioch  College. 

Robert  E.  Lee,  late  of  the  Confederate  army,  is  President  of  Wash- 
ington College,  at  Lexington,  Virginia.  This  Institution  was  founded  in 
1778,  and  endowed  by  General  Washington.  The  College  of  William  and 
Mary,  and  the  University  of  Virginia,  are  to  resume  operations  suspended 
by  the  war. 


116       I         Resident  Editor^a  Department 


INTELLIGENCE.— HOME, 

The  Chautauqua  Couhtt  Teachers'  Inbtitute  held  at  Frcdonia,  New 
York,  has  just  closed  a  most  interesting  and  memorable  session,  one  which 
will  give  a  new  impulse  to  the  cause  of  education  in  western  New  York. 
For  years  this  county  has  been  distinguished  for  its  successful  institutes. 
Each  has  been  a  triumph,  but  it  was  reserved  for  this,  in  attendance,  order 
enthusiasm  and  successful  teaching  to  eclipse  them  all,  and  to  establish 
beyond  all  oaTil  the  great  practical  benefits  of  a  well  conducted  institute. 
There  were  four  hundred  and  fifty  live,  earnest,  working  teachers  in  attend- 
ance ;  and  Chautauqua  challenges  the  proudest  of  her  older  sisters  of  the 
east  to  make  as  noble  an  exhibit.  The  motto  inscribed  in  large  capitals 
upon  the  walls  of  the  school  room  was  '* Chautauqua  the  toe  of  the  state 
mubt  be  ahead  in  its  educational  interest,"  and  whatever  ability,  zeal  and 
indefatigable  labor  can  do  to  elevate  Chautauqua  county  to  this  proud  posi- 
tion will  be  done  by  Messrs.  McNaughton  and  Miller,  her  school  commis- 
sioners. In  system  and  order  this  Institute  contrasted  most  favorably  with 
any  we  have  ever  attended.     Order,  Heaven's  first  law,  was  never  violated. 

Dr.  French  (late  of  Syracuse),  now  of  the  State  Normal  School  bad 
charge  of  the  teaching.  He  is  so  well  known  it  is  almost  superfluous  to 
speak  in  his  praise.  He  is  a  master  in  every  department  of  education  and 
teaching.  He  was  ably  assisted  by  N.  B.  Barker,  principal  of  public  school 
number  seven  of  Buffalo,  and  by  Alanson  Wedge,  principal  of  the  Fredonia 
Union  School,  and  who  as  a  thorough  teacher  has  no  superior  in  western 
New  York.  The  evenings  were  occupied  by  lectures  and  by  discussions  of 
the  most  interesting  character  upon  the  modes  of  teaching.  The  most 
capacious  church  in  the  place  was  taxed  to  hold  the  audiences. 

The  lecturers  were  Rev.  H.  M.  Jones,  Rev.  Mr.  Rouse,  Dr.  French,  Mr. 
Wedge,  0.  W.  Johnson,  Esq.,  Dr.  Lambert  and  Professor  A.  Bradish.  The 
community  was  highly  gratified  by  the  intellectual  treat  brought  to  it  by 
the  Institute. 

Finally  we  say  to  commissioners  of  schools  every  where,  if  you  would 
know  bow  to  get  up  and  manage  a  teachers'  institute  successfully,  come  to 
Chautauqua  and  learn  of  Messrs.  Miller  and  McNaughton,  J. 

Fredonia,  Oct.  18,  1865. 

Delaware  County — Second  District. —  A  brief  account  of  the  Insti- 
tute in  the  First  District  appeared  in  our  last.  We  have  now  to  add  that 
the  Institute  atRoxbury  was  equally  successful,  Commissioners  Bouton  and 
Cable  aiding  each  other,  and  the  utmost  good  feeling  prevailing.  There 
were  one  hundred  and  twenty-five  teachers  present,  and  the  exercises  and 
resolutions  evince  intelligence  and  progress.  The  commissioners  were 
Assisted  by  Prof.  Townsend,  Prof.  E.  B.  Knapp  of  Homer,  Mr.  A.  A.  Knapp 


Resident  Editor's  Department.  117 

of  Hobart,  snd  MisB  Olive  A.  Pond.  Evening  leotures  were  delivered  by  Dr. 
Lambert,  Prof.  Townsend,  Rev.  Mr.  Terry,  and  Wm.  H.  Steele,  Esq.  The 
commissioners  are  awake,  and  the  teachers  emulate  their  spirit. 

Gbnbseb  Countt. — We  attended  the  Institute  in  this  county  and  cheer- 
fully testify  to  the  increasing  interest  manifested.  Mr.  Rumsey's  zeal  as 
a  school  officer  is  above  all  praise.  Prof.  Hoose,  of  Lima,  and  Prof.  Wright 
of  Batavia  did  most  effective  service.  Two  hundred  and  forty  teachers 
were  in  attendance — 125.  first  day  !  We  have  received  no  regular  report, 
hence  our  silence  in  last  number,  as  we  waited  for  a  promised  notice  till 
too  late  to  prepare  one. 

Livingston  County. —  Commissioner  Lusk  writes  us:  Our  Institute  was 
really  successful,  we  have  never  had  so  much  interest  manifested  among 
the  teachers  of  our  county  before ;  and  I  trust  the  teachers  are  better 
prepared  than  ever  to'  do  good  service  in  the  school  room. 

Messrs.  Lusk  and  Tozer  are  doing  a  noble  work.  Their  Institute  held 
for  six  weeks  —  the  only  one  in  the  state  for  so  long  a  term  this  year — was 
made  a  school  of  practical  instruction. 

MoN&oB  County  Institute  —  First  District. —  This  Institute  com- 
menced at  Fairport  on  Monday  23d.  Prof.  J.  H.  Uoose,  of  Lima,  was  present 
the  first  three  days  and  conducted  the  exercises  with  marked  ability.  His 
lecture  was  highly  instructive,  full  of  practical  thoughts  of  great  value  to 
teachers.  Prof.  C.  Townsend  of  Rochester  was  present  two  days  and  taught 
civil  government,  a  subject  highly  important  which  should  be  introduced  into 
our  schools.  His  lectures  on  *' Signs  of  Character  and  School  Qovernment  ** 
were  well  received.  Miss  Delia  Curtice  and  Miss  Flora  T.  Parsons  gave 
interesting  instruction  in  methods  of  **  object  teaching ;"  Prin.  E.  V.  DeQraff 
gave  lessons  in  intellectual  arithmetic,  and  Dr.  Mcintosh  taught  elocution, 
and  gave  some  fine  specimens  of  reading  poetry  ;  Prof.  £.  H.  Griffith  gave 
lessons  in  punctuation.  Dr.  Cruikshank,  Editor  of  the  Nbw  York  Tbachbb, 
was  with  us  the  second  week,  and  every  teacher  felt  that  they  owed  a  debt 
of  gratitude  to  him  for  the  many  valuable  ideas  which  they  received  and 
which  will  be  of  great  service  to  them  in  their  schools ;  and  the  unaminous 
expression  was  the  hope  that  the  good  Lord  would  preserve  his  life  and 
health  to  meet  us  again  another  year.  Dr.  T.  S.  Lambert  of  Peekskill  was 
present  a  part  of  two  days  and  lectured  on  Physology,  which  was  highly 
appreciated  by  all.  Dr.  Cruikshank  lectured  on  the  Philosophy  of  Education, 
and  on  Man  and  Nature,  or  the  Geographical  track  of  History ;  J.  D. 
Husbands,  on  Authority  ;  S.  W.  Clark ;  on  "  Philosophy  of  Language,  "  and 
Rev.  Dr.  Anderson,  on  the  Senses.  The  Institute  were  favored  during  the 
entire  session  with  excellent  singing,  particularly  the  last  week,  when  Prof. 
Wm.  Tillinghast  was  with  us  and  added  much  to  the  interest.  The  attendance 
It  the  Institute  was  large  and  more  regular,  and  the  interest  and  earnest- 


118  Besident  Editor's  Department 

nes8  manifested  by  the  teachers  beyond  that  of  any  former  year.  The 
distinctiye  feature  of  the  instruction  was  that  it  was  practical  — adapted  to 
the  special  wants  of  the  teachers  and  their  schools,  and  we  think  the  cause 
has  received  an  impetus  that  will  elevate  our  schools  to  a  higher  level  —  that 
we  may  see  in  our  methods  of  teaching,  what  is  manifest  in  almost  every 
other  art  or  science  —  progress. 

When  the  time  arrived  for  Dr,  Cruikshank  to  take  the  cars  for  another 
field  T>f  labor,  he  was  accompanied  to  the  depot  •  by  the  members  of  the 
Institute  in  a  body.  Thus  ended  one  of  the  best  Institutes  ever  held  in 
this  district.  A.  M.  Holden,  Clerk. 

Otsego  County. —  A  very  interesting  session  of  the  Teachers'  Association 
of  the  Second  District  was  held  at  Milford,  Dec.  14. 

Elegant  and  appropriate  essays  were  read  by  Misses  Cora  0.  Smith, 
Clemma  Wright,  Flora  R.  Young,  Mrs.  J.  N.  Parshall,  and  Mr.  Patten.  A 
well  composed  poem  by  Miss  Mary  Estes ;  also  one  recited  by  Miss  Clem- 
ma Wright. 

An  excellent  and  appropriate  Lecture  was  given  by  B.  C.  Gardner,  School 
Commissioner.  Subject, —  The  Teacher.  The  exercises  were  enlivened 
by  a  quartette  of  excellent  music,  which  received  the  merited  thanks  of 
the  Association.  The  day  passed  pleasantly,  and  at  its  close  the  Associa- 
tion acyourned  to  meet  at  Laurens  on  the  second  Saturday  in  January 
next. 

OswEOO  County  —  Third  District. —  The  Institute  for  the  district  under 
the  direction  of  commissioner  W.  S.  Qoodell,  Esq.,  was  held  at  Sandy 
Creek  the  two  weeks  ending  with  Oct.  6,  1865.  Eighty-one  teachers  were 
in  attendance. 

The  faculty  consisted  of  Prof.  Madison,  N.  S.  Graduate —  in  mathemat- 
ics;  Prof.  N.  White,  St.  Law.  Univ. —  vocal  culture;  Prof.  Owen,  Pulaski  — 
grammar ;  Miss  Parkhurst,  Mexico — geography;  Miss  Dickinson — read- 
ing and  spelling.  The  instruction  in  each  branch  is  reported  as  having 
been  of  the  most  valuable  and  practical  kind.  Lectures  were  delivered  by 
Prof.  J.  S.  Lee,  of  St.  Law.  Univ. —  Americanisms  of  the  JSnglith  Language; 
Rev.  Mr.  Burgess,  of  Prattville  —  TAc  Teacher' s  Life ;  Prof.  White,  of  Can- 
ton—  History  in  Language  i  J.  W.  Grant  —  The  Teacher's  Mission^  and  his 
Reward,  The  last  evening  was  occupied  with  literary  and  social  exercises. 
The  efforts  of  Commissioner  Goodell  to  promote  the  success  of  the  Insti- 
tute are  spoken  of  in  most  eulogistic  terms. 

We  learn  that  Messrs.  Nutting  and  Storms  held  Institutes  in  their  respect- 
ive districts, —  at  the  former,  50  teachers  ;  at  the  latter,  84, —  both  most 
interesting  and  successful. 

SoHBNEOTADY  CouNTY. — The  Institute  commencing  Nov.  20,  was  not 
largely  attended,  but  the  exercises  were  full  of  interest  and  profit.  Rev. 
J.  W.  Armstrong  of  Watertown,  Miss  H.  L.  D.  Potter,  Prof.  Townsend, 


Beaident  Editor's  Department.  119 

and  the  Editor  of  the  Teacher  were  present  most  of  the  time,  each  haying 
the  charge  of  certain  branches.  Brief  practical  lectures  by  the  gentlemen 
named  above,  and  class  drills  in  reading  and  recitations  by  Miss  Potter, 
occupied  the  evenings.  Much  praise  is  due  to  Supt.  Charlton,  of  the  citj 
schools,  for  his  earnest  labors  on  behalf  of  the  Ihstitute. 

Watnb  County. — Our  Institute  was  held  at  Marion,  commencing  Oct.  16. 
The  attendance  was  quite  large  and  remarkably  regular.  The  interest 
manifested  by  the  teachers  was  gratifying  to  the  commissioners  andinstruot- 
ors,  and  commendable  to  this  system  of  normal  instruction. 

Rev.  J.  C.  Moses  gave  very  acceptable  instruction  in  reading,  orthogra- 
phy, geography,  and  gprammar  during  the  first  week.  His  earnestness  and 
scholarly  zeal  did  most  to  awaken  the  minds  of  teachers  to  the  importance 
of  a  thorough  preparation  for  their  great  work. 

Prof.  Elisha  Curtiss  of  Sodus  Academy  was  with  us  the  second  week. 
He  proved  himself  a  zealous  worker  and  able  teacher. 

Prof.  Townsend  was  present  three  days  and  evenings,  and  presented  in 
a  masterly  manner  the  claims  of  civil  government  as  a  subject  of  study  in 
common  schools. 

Mental  and  practical  arithmetic  were  taught  throughout  the  entire  ses- 
ion  by  Commissioner  Sherman,  who  presented  their  principles  with  gpreai 
clearness  and  to  the  entire  satisfaction  of  all. 

Commissioner  Winchester  also  contributed  much  to  the  success  of  the 
Institute. 

There  were  lectures  each  evening :  two  by  Rev.  Mr.  Moses ;  three  by 
Prof.  Townsend ;  one  by  Prof.  Steele  of  Newark  Union  School,  illustrated 
by  experiments  ;  and  a  public  reading  by  Commissioner  Winchester. 

Prof.  £.  Brown  of  Macedon  Academy  enlivened  the  evening  exercises 
with  appropriate  and  finely  executed  music. 

On  Friday  evening  there  were  rhetorical  exercises  by  the  members  of 
the  Institute  which  were  creditable  to  all  who  took  part,  after  which  was 
the  annual  sociable. 

The  Institute  was  a  decided  success.  Deep  interest  was  awakened  on  the 
the  first  day  of  .the  session,  and  kept  increasing  until  the  close.  The  citi- 
zens of  Marion  manifested  their  sympathy  by  filling  the  large  hall  to  its 
utmost  capacity  at  the  evening  exercises. 

Brookltn. — The  tenth  annual  report  of  the  Superintendent  of  schools 
(Mr.  J.  W.  Bulkley)  of  this  city,  should  have  received  earlier  attention. 
There  are  in  the  city,  66  grammar  schools,  and  57  primaries.  There  are 
27  male  and  467  female  teachers.  Children  registered,  50,837 ;  of  these 
740  are  colored  children.  The  average  attendance  has  exceeded  that  of 
any  former  year.  Evening  schools  have  been  kept  up,  as  for  the  several 
years  last  past,  with  encouraging  success — seven  having  been  in  operation 
for  three  months,  and  66  teachers  employed.  Registered  pupils,  4,179 — 
aterage   attendance,   1,996.     A  graded  course   of  instruction  has  been 


120  Beaident  Editor's  Department. 

adopted  for  the  sohools,  and  improyed  methods  haye  been  introduced.  The 
report  giyes,  at  length,  the  studies  of  the  different  grades.  Oral  lessons 
and  exercises  in  thinking  (Socratio  method)  are  used  in  the  primaries, 
with  marked  success.  The  report  abounds  in  yaluable  suggestions  touch- 
ing examination,  the  teacher's  office,  etc.,  which  the  large  experience  of 
Superintendent  Bulkley  enables  him  to  put  with  peculiar  force.  Among 
the  hard  working,  earnest  educators  he  occupies  no  second  place. 


INTELLIGENCE.—  FOREIGN. 

Maryland. —  The  schools  of  this  new-born  state  haye  before  them  a  pros- 
pect of  great  usefulness.  We  haye  just  receiyed  from  the  State  Superin- 
tendent, a  neatly  printed  pamphlet,  containing  a  code  of  by-laws  for 
the  goyernment  of  school  commissioners,  rules  and  regulations  for  teachers 
and  pupils,  and  forms  and  instructions  for  transacting  all  public  school 
business,  prepared  by  Hon.  L.  Van  Bokkelen,  and  issued  under  authority 
of  the  State  Board  of  Education.  In  a  few  eloquent  prefatory  words, 
the  superintendent  sets  forth  the  free  school  ideal,  and  urges  the  most 
strenuous  efforts  to  carry  it  into  effect.  He  sums  up  the  elements  which 
constitute  a  good  primary  school  as  follows :  1.  A  suitable  school  site, 
remote  from  noise  and  that  routine  work  which  attracts  the  attention  of 
children.  2.  A  conyenient  school  house,  neatly  built  with  architectural 
proportions,  furnished  comfortably,  with  reference  to  physiological  laws  ; 
equipped  with  black-board,  outline  maps,  text  books,  and  cheap  educa- 
tional apparatus ;  well  warmed,  lighted,  and  yentilated.  8.  The  teacher  — 
his  qualifications :  a  thorough  knowledge  of  the  subjects  to  be  taught ; 
skill  in  the  art,  and  loye  for  the  work  of  teaching  ;  capacity  to  goyern  ; 
cheerful  temper ;  of  good  manners.  4.  Superyision:  earnest,  by  some  gen- 
tleman interested  in  public  schools ;  intelligent,  by  some  gentleman  capable 
to  judge  of  teaching ;  yigilant,  by  some  gentleman  who  will  devote  time  to 
the  work. 

No  pupil  is  admitted  under  six  years  of  age,  and  all  must  enter  school  at 
the  beginning  of  the  term.  Parents  must  exercise  strict  yigilance  over 
their  children  ;  see  that  they  attend  school  punctually  and  regularly,  and 
are  responsible  for  school  property  destroyed  or  injured.  Written  excuses 
for  tardiness  or  absence  are  required.  All  the  regulations  look  toward 
securing  the  co5peration  of  parents,  and  exacting  strict  obedience  and 
proper  conduct  firom  the  pupil. 

Text  books,  uniform  throughout  the  state.  All  school  houses  after 
models  prepared  by  the  Superintendant. 

The  county  boards  of  education  are  thoroughly  organized,  and  m^et 
quarterly. 


Beaident  EdUcn^a  Department.  121 

Teachers  salaries  are  graded  according  the  number  of  pupils,  and  a 
mininum  is  in  each  case  established  by  law. 

A  state  meeting  of  the  commissioners  was  held  in  August,  and  the  dis- 
cussions on  questions  touching  the  new  school  policy  of  the  state  were 
animated,  and  the  meeting  was  very  harmonious.  We  hope  to  chronicle 
from  time  to  time  the  evidences  of  advancement. 

Upper  Canada. —  The  number  of  children  of  school  age,  1864,  is  424,000. 
Of  these  333,000  were  in  the  public  schools.  The  amount  of  money  ex- 
pended for  schools  was  $1,440,006.  School  libraries  haye  been  established 
OTer  all  the  proyince.  Maps,  apparatus  and  books  are  sent  out  from  the 
Education  Office,  and  are  judiciously  distributed. 

Nbw  Brunswick. —  There  are  upward  of  800  schools  in  operation,  and 
in  1863  there  were  580  trained  teachers.  For  the  term  ending  Sept.,  1864, 
there  were  in  attendance  upon  the  schools,  45,133  pupils  —  30,303  males 
and  18,830  females.  The  number  of  male  teachers  is  slightly  in  excess 
of  the  number  of  females. 

Connecticut. —  This  state  has  now  a  Board  of  Education  organized  on  a 
plan  similar  to  that  in  Massachusetts.  Prof.  Daniel  Gilman  of  Tale  Col- 
lege is  Secretary.  Hon.  D.  N.  Camp,  formerly  Superintendent  of  schools 
and  principal  of  the  State  Normal  School,  is  to  devote  himself  to  the  duties 
of  the  latter  office.  We  learn  that  he  is  also  to  have  charge  of  the  Common 
School  Journal. 

Omaha  Aoenot.— We  learn  from  a  recent  letter  from  our  old  friend 
8.  Orlando  Lee,  formerly  of  Long  Island,  that  a  school  is  in  ^active  opera- 
tion at  the  Omaha  (Indian)  agency,  of  fifty  pupils.  The  **  nation  "  num- 
bers about  1,000,  living  partly  by  agriculture,  and  partly  by  hunting. 
About  half  of  them  live  in  wooden  houses,  the  rest  in  turf  houses.  The 
reservation  is  on  the  west  bank  of  the  Missouri,  just  north  of  the  42d 
parallel,  and  contains  about  450  square  miles  of  territory  About  one- 
third  of  it  has  been  sold  to  the  Winnebagoes. 

New  Jersey. —  A  free  German  American  Academy  in  Hudson  City  is 
among  the  recently  projected  enterprises ;  and  a  grand  concert  was  recently 
given  in  its  behalf  by  the  "Qemischter  Choir,"  in  that  city. 

The  Colored  People  of  Baltimore  have  recently  purchased  a  hall  at 
an  expense  of  $16,000,  and  dedicated  it  to  education  and  literature. 

Tennessee. — Freedmen's  Schools. —  Colonel  John  Ogden,  formerly  of 
Ohio,  is  doing  a  good  work  in  the  organization  of  these  agencies  in  our 
new  civilization.  The  pupils  evince  an  eager  desire  to  learn  and  are 
making  rapid  progress.  Twenty  teachers  will  be  employed  this  winter  at 
Clarkesville.  Schools  are  established  at  Nashville,  Gallatin,  Franklin, 
Columbia  and  other  places. 


122  Besident  Editor's  Department. 

Missouri. —  One  year  ago  Prof.  James  H.  Robinson  was  presented  to 
the  grand  jury  of  Montgomery  county  for  teaching  negro  children  to  read. 
He  in  now  State  Superintendent  of  Public  Instruction. 

Holland. —  Ample  provision  is  made  for  education,  and  eyery  induce- 
ment is  offered  to  secure  regular  attendance.  There  are  many  normal 
schools,  and  the  teachers  are  generally,  well  trained.  It  is  rare  to  find  a 
person  who  can  not  read  and  write. 

Bkloium. —  The  instruction  given  is,  for  the  most  part,  most  elementary, 
and  its  direction  is  almost  entirely  under  the  control  of  the  church. 


LITERARY  NOTES, 


P&or.  G.  B.  AiBT,  Astronomer  Royal  of  England,  is  about  to  publish  a 
<*  Popular  Astronomy," — a  series  of  lectures  recently  delivered  at  Ipswich. 

Cha&lbs  Lamb.  —  It  is  said  that  **  Barry  Cr  on  wall  (Mr.  Proctor)  is 
writing  a  life  of  the  *'  Gentle  Elia." 

Wbbstbb's  Mammoth  Impebial  Folio. — Messrs.  G.  &  C.  Merriam,  Spring- 
field, have  just  issued  from  the  Riverside  Press  a  splendid  edition,  on 
large  paper,  sized  and  calendered,  ten  by  fifteen  inches,  of  the  **New  Web- 
ster." Only  two  hundred  and  fifty  copies  have  been  printed,  and  it  is  sold 
only  by  subscription,  at  $25  a  copy.     Two  volumes,  paper  covers. 

Lambbbt's  New  Putsioloot,  advertised  in  our  pages,  has  already,  since 
August,  passed  through  two  editions,  and  preparations  are  in  progress  for 
a  third.  It  is  received  with  great  favor,  and  the  practical  features  it  pre- 
sents are  appreciated. 

The  Autocrat  at  the  Bbeakiast  Table,  by  Dr.  Holmes,  is  going 
through  repeated  editions  in  England. 

Judge  Dean,  of  Albany,  is  preparing  for  publication  a  History  of  Civi- 
lization, which,  in  philosophical  perception  and  research,  promises  to  b« 
of  superior  merit. 

Lamabtine  is  writing  a  life  of  Lord  Byron. 

Elf OKE,  the  famous  Prussian  astronomer,  has  recently  deceased,  at  the  ag« 
of  78  years. 

A  HiSTOBT  OP  Scotland,  from  Agrioola's  Invasion  to  the  Revolution  of 
1688,  is  announced  by  the  distinguished  Scottish  antiquarian,  Mr.  John 
Hill  Burton.     Its  appearance  will  be  looked  for  with  much  interest. 

Goethe's  House,  at  Frankfort  has  been  restored  to  the  condition  in 
which  the  author  of  Wilhelm  Meister  left  it,  and  has  become  an  object  of 
great  interest. 


Resident  Editor's  Department.  123 

OxTORD  H0HOR8  TO  AH  AMERICAN. —  The  Chancellor's  Prise,  for  the  best 
English  Essay,  the  oldest  and  highest  prize  of  Oxford  Uniyersity,  was  re- 
cently awarded  to  Francis  Alston  Channing,  son  of  Rey.  William  Henry 
Channing,  of  Washington. 


PERIODICALS. 

Harper's  Maoaeinb. —  This  popular  fayorite  commenced  a  new  yolume 
with  the  number  for  December.  Its  first  article,  How  the  Magazine  is  made, 
is  fully  illustrated  with  beautiful  outs,  and  giyes  an  elaborate  description 
of  eyery  part  of  the  process,  and  of  the  machinery  employed  in  it ;  type 
setting,  stereotyping,  printing,  folding,  eto.,  etc.  The  **New  Monthly"  has 
done  more,  probably,  than  any  other  journal  for  the  culture  of  the  masses ; 
and  the  biographies,  histories  and  travels  it  contains  are  themselyes  worth, 
per  annum,  far  more  than  the  price  of  the  work.  Four  dollars  a  year.  We 
will  furnish  it  to  our  subscribers  at  $8.50.    Teacher  and  Harpers,  for  $4.50. 

Harper's  Weekly  needs  no  encomium.  It  has  taken  its  place  among 
the  necessities  of  the  household.  Its  illustrations,  so  elegantly  engrayed, 
its  large  range  of  subjects,  and  its  spirited  editorials — all  entitle  it  to  first 
rank.  Geo.  W.  Curtis,  Esq.,  has  charge  of  the  editorial  department. 
Price,  same  as  the  monthly. 

Clark's  School  Yisitor. —  This  popular  day  school  monthly,  is  now 
in  its  tenth  yolume,  and  is  a  magazine  for  girls  and  boys  of  sterling  minds. 
It  may  be  used  to  adyanrage  as  a  reading  book*  in  schools.  J.  W.  Daugha- 
day,  Philadelphia,  price  75  cents  a  year. 

The  Pulpit  and  Rostrum. —  This  series  containing  stenographic  reports 
of  current  speeches,  sermons,'  and  occasional  addresses,  and  published 
by  Schermerhorn,  Bancroft  &  Co.,  New  York,  has  reached  its  thirty  sixth 
number.  The  two  last  (that  have  come  to  hand)  contain  Mr.  Bancroft's 
oration  pronounced  at  the  obsequies  of  President  Lincoln ;  Mr.  Bryant's 
Funeral  Ode ;  President  Lincoln's  proclamation ;  his  last  inaugural,  and 
a  sermon  by  Rey.  Henry  P.  Thompson.  Price  15  cents  a  number. 

The  Sunday  Magazine — Edited  by  Thomas  Guthrie,  D.D.,  and  pub- 
lished by  Strahan  and  Company,  178  Grand  St.,  New  York;  56  Ludgate 
Hill,  London  ;  and  50  St.  Peter  St.,  Montreal  —  is  a  royal  8yo  of  72  pages, 
filled  with  choicest  literature,  chiefly  of  a  moral  and  religious  character. 
Bach  number  contains  soyeral  full  page  illustrations ;  seyeral  serial  articles, 
that  promise  to  be  of  more  than  usual  interest,  comnlence  in  the  October 
nomber :  Our  Father's  Business,  by  the  Editor  ;  Journal  of  a  Tour  through 
Palestine,  by  William  Hanna,  D.D.;  Annals   of  a  Quiet  Neighborhood,  by 


124  Besident  JEditor's  Department. 

the  Vicar.  $8,00  a  year,  now  in  second  volume.  Messrs.  Strahan  &  Com- 
pany also  publish  Good  Wordt,  edited  by  Norman  MacLeod,  D.D.  It  takes 
a  high  rank  among  standard  periodicals  $3,00  per  annum. 


BOOK  NOTICES. 


A  Common  School  Gbammab  of  The  English  Language,     By  Simon  Eebl, 

A.M.,    Author  of  *^  Comprehensive    Grammar"  etc.,   New    York:   Ivison, 

Phinneyy  Blakeman  ^  Co.,  l2mo.jpp.  350,  J  roan. 

The  many  excellencies  which  this  book  contains  entitle  it  to  a  place 
among  the  standard  elementary  works  on  the  English  language.  Among 
these  yaluable  features  may  be  noticed  the  following :  1.  An  introductory 
presentation  of  the  grammatical  and  logical  development  of  the  sentence, 
with  copious  illustrations  and  exercises  for  practice  ;  showing  the  oonnec* 
tion  between  thought  and  language,  and  how  the  relations  in  the  latter  are 
developed  from  a  few  fundamental  ideas ;  2.  As  a  general  thing,  whenever 
a  new  definition  or  technical  term  is  to  be  introduced,  the  formal  expres- 
sion of  it  is  preceded  by  a  familiar  case  embracing  it,  and  so  the  meaning 
of  the  term  or  force  of  the  definition  becomes  obvious ;  8.  The  syntax  is 
peculiarly  full  and  discriminating,  and  more  care  seems  to  be  bestowed 
upon  giving  a  practical  direction  to  the  critical  use  and  meaning  of  language, 
than  to  the  elaboration  of  fine  theories  whose  application  is  as  far  oflf  f^om 
the  apprehension  of  the  student  as  ever. 

The  book  has  faults,  but  as  a  whole  will  stand  the  test  of  candid 
criticism. 

A  Hand  Book  of  Latin  Pobtet.  Containing  selections  from  Ovid,  Virgil 
and  Horace,  with  notes  and  Grammatical  References.  By  J.  II.  Hanson,  /Vm- 
eipal  of  the  Classical  Institute,  Waterville,  Me.,  and  W.  J.  Rolfe,  Master  of 
the  High  School,  Cambridge,  Mass.,  Boston:  Crosby  S^  Ainsworth,  1865, 
Svo,pp.  776,  J  roan. 

We  have,  at  last,  the  school  book  long  needed  containing  in  convenient 
form  an  amount  of  Latin  poetry  equivalent  to  that  usually  required  for 
admission  to  college.  The  selections  are  judicious,  and  the  brief  biogra- 
phies and  notes  seem  all  that  could  be  desired.  The  notes  are  progressive, 
those  on  Ovid  being  of  a  more  elementary  character,  and  upon  Virgil  and 
Horace,  successfully  more  critical — embracing  critical  grammatical  ques- 
tions, with  copious  references  to  the  grammars  of  Andrews  and  Stoddard, 
Harkness,  Zumpt,  and  others.  Historical  and  Mythological  allusions  are 
explained,  and  the  peculiar  idioms  in  the  structure  of  the  text  pointed  out. 
The  notes  inspire  the  pupil  to  self-helpfulness,  rather' than  lift  him  oTtr 


BeaiderU  Editor's  Department.  125 

(he  rough  places  in  the  way#  In  typographical  execution  and  paper  it  is  all 
that  could  be  desired  —  the  clear  old-style  letter  being  suggestiye  of  the 
old  times. 

Ajk  American  Dictionart  of  the  Eiiolish  Language.    By  Noah  Webster, 
LL.D.     Thoroughly    revised j    and  greatly    Enlarged    and    Improved,    by 
Chaunget  a.   Goodrich,  D.D.,  LL.D.,  late  Profeator    of  Rhetoric    and 
Oratory,  etc.,  in  Yale  College,  and  Noah  Porter,  D.  D.,  Clark  Prof eetor  of 
Moral  Philosophy  and  Metaphysics  in  Tale  College,  Springfield,  Mass. :  Pub- 
lished by  G.  and  C.  Merriam,  1864.     Royal  ^to,  pp.  Ixii — 1,768. 
The  recent  issue  of  a  ** large-paper*'  edition  of  this  Standard  Dictionary, 
renders  this  a  fitting  time  to  speak  more  at  length  of  the  distinguishing 
features  of  the   New  Illustrated  Edition,  than  our  space  has  heretofore 
allowed.     As  early  as  1783-5,   Dr.  Webster  had  published  a  Grammar  of 
of  the  English  Language,  and  had  gained  much  celebrity  as  a  forceful 
political  writer.     He  has  the   credit  of  having  for  the  first  time,  in  the 
public  press   asserted  the  yalue  and  foreshadowed  the  necessity  of  a 
new  constitution  of  the  United  States.    In  1786,  he  deliyered,  in  the  Uad- 
^ing  cities  of  the  United  States,  a  course  of  lectures  on  the  English  language. 
He  is  the  author  of  one  of  the  first,  if  not  the  first  pamphlet,  after  its 
adoption   on  the  leading  principles  of  the   Federal  constitution.     After 
scTeral  years  spent  in  public  life,  as  conductor  of  "The  Minenra,"   a 
daily  paper  in  New  York,  during  which  time  he  produced  many  yaluable 
{mpers  on  political  and  other  subjects,  iie  published,  in   1807,  a  *<  Philo- 
sophical and  Practical  Grammar  of  the  English  Language."     He  com- 
menced during  this  year  the  great  work  of  his  life,  and  one  for  which  his 
tastes  and  previous  experience  peculiarly  fitted  him,  the  American  Dic- 
tionart or  the  English  Language.     In  the  preparation  of  his  compilation 
entitled  the  "Compendious  Dictionary"  published  in  1806,  he  had  become 
swflkre  of  serious  defects  in  many  extant  works,  and  determined  to  remedy 
them,  by  a  more  complete  work.     He  soon  found  it  necessary  to  commence 
sn  extended  series  of  philological  investigations,   which  occupied  him  for 
ten  years.     His  synopsis  of  words  in  twenty  languages,  the  first  fruit  of  his 
labor,  has  never  been  published,  but  its  substance  is  found  in  the  critical 
etymologies  of  his  great  work.     He  was,  in  this  particular  field,  an  origi- 
nal investigator,  and  the  results  of  his  researches  have  since  that  time 
enriched  many  vocabularies.    After  seven  more  years  of  assiduous  labor, 
he  went  to  Paris  and  Cambridge,  where  he  had  access  to  the  best  libraries, 
and  the  opportunity  of  consultation  with  the  most  learned  philologists. 
After  nearly   a  year,  he  returned  to  complete  the  work,  which  appeared 
in  1828,  in  two  volumes  4to.     A  revised  edition,  edited  by  Dr.  Goodrich, 
was  published,  in  one  volume  4to,   in  1847.     This  edition  is,  probably, 
more  largely  known  'than  any  other.     In  1859,  Dr.  Goodrich  added  a  table 


126  Beaident  EdUor's  Department. 

of  synonyms,  an  appendix  of  new  words,  pictorial  illustrations,  etc. —  the 
body  of  the  work,  however,  being  printed  from  the  plates  of  1847. 

The  progress  of  philological  study,  so  accelerated  within  the  last  few 
years,  and  the  demand  which  this  book  hitherto  had  created  for  something 
better,  stimulated  the  publishers  to  reproduce  the  great  masterpiece,  with 
such  emendations,,  improvements,  and  additions,  as  to  place  it  far  in  ad- 
vance of  any  competitor.  The  amount  of  talent  employed  in  the  revision, 
the  systematized  division  of  labor,  and  the  careful  editorial  scrutiny  to 
which  the  whole  has  been  subjected,  could  not  but  produce,  on  the  old 
foundation,  a  work  of  singular  fullness  and  accuracy. 

In  the  present  edition,  the  etymologies  have  been  most  minutely  traced, 
and  reduced,  as  far  as  possible,  to  a  consistent  system.  Where  there  are 
two  or  more  spellings  sanctioned  by  competent  authority,  all  are  given, 
but  the  original  radical,  and  the  sundry  forms  through  which  it  has  passed, 
are  in  most  cases  carefully  preserved.  To  Dr.  Mahn,  of  Berlin,  this  most 
important  work  was  committed.  The  original  purpose  of  Dr.  Webster,  to 
reduce  the  definitions  to  order,  giving  the  radical  meaning  first,  and  the 
others  in  the  order  of  their  development,  has  been  more  completely  car- 
ried out  than  in  the  author's  own  edition ;  and  so  careful  have  been  the 
editors  that  there  seems  little  further  to  be  desired  in  this  respect.  A 
most  careful  system  of  examination  of  classic  authors,  ancient  and  modern, 
was  instituted  to  obtain  proper  illustrative  citations,  and  this  department 
is  especially  rich  in  usages  of  the  old  dramatic  writers.  The  vocabulary 
comprises  upward  of  114,000  words,  many  thousand  having  been  added  in 
this  edition.  Prof.  James  D.  Dana,  assisted  by  other  eminent  scientists 
has  contributed  most  satisfactorily  to  the  large  class  of  terms  in  science, 
which  the  discoveries  of  recent  times  have  made  a  necessity.  The  results 
of  the  labors  of  Dr.  Goodrich  in  the  preparation  of  a  table  of  synonyms, 
have  been  incorporated  into  the  body  of  the  work,  and  such  additions 
made  as  to^ive  measurable  completeness.  In  pictorial  illustrations,  there 
is,  if  any  fault,  a  redundancy.  They  are  finely  engraved,  and  in  the  depart- 
ments of  mechanics,  engineering,  natural  history  and  anatomy,  are  espe- 
cially full  and  discriminating.  The  appendixes  have  been  carefully 
reSdited,  and  several  new  ones  of  practical  value  have  been  added.  A 
vocabulary  of  the  names  of  noted  fictitious  persons,  places,  etc.,  can  be 
supplied  to  the  general  reader  from  no  other  source.  A  table  of  nearly 
1,200  words  gives  the  pronunciation  of  Webster,  Perry,  Walker,  Knowles, 
Smart,  Worcester,  Cooley  and  Cull.  Another  table  exhibits  more  than 
1,600  words  spelled  in  two  or  more  ways. 

Of  the  few  classes  of  words  whose  orthography  is  most  in  dispute,  the 
Boyal  Quarto  follows  Webster's  established  usage:  1.  Defense,  offense, 
etc.,  following  analogy  of  other  words  similarly  derived  from  Latin  verbs 
with  supines  in  t;  2.  In  derivatives  from  dissylables  not  accented  on  the 


Resident  Editor's  Department.  127 

second  sjllable,  it  follows  the  general  rule  in  such  words  as  counselor, 
trayeler,  worshiper;  8.  In  center,  fiber,  theater,  and  a  few  others,  the 
analogy  of  the  hundreds  of  others  of  their  class  is  followed. 

It  is  a  source  of  pride  to  Americans,  that  Webster  has  long  been  acknow- 
ledged t?i€  standard  abroad,  and  that  his  editors  retaining  all  the  golden 
fruit  of  his  labors,  haye  added  such  rich  stores  from  more  modern  sources ; 
80  that  the  Great  Unabridged  is  a  Thesaurus  of  knowledge,  full,  critical, — 
a  compendium  of  the  philogical  researches  of  the  age. 

LiiB  or  HoKACE  Mann.  By  His  "Wife.  Boston:    Walker j  Fuller  i^  Co.  \2mo, 

cloth,  gilt  top,  pp.  602.      Price  $3.00. 

Aside  from  those  peculiar  elements  of  character  which  gave  Horace  Mann 
his  power,  and  have  enshrined  him  in  the  hearts  of  thousands,  his  relations 
to  the  Massachusetts  Board  of  Education,  of  which  he  was  the  first  Sec- 
retary, would  make  the  record  of  his  life  one  of  peculiar  interest.  That 
relation,  however,  served  only  to  give  a  new  direction  to  his  energies,  and 
in  a  wider  sphere  to  organize  into  the  future  of  the  Commonwealth  the 
large-hearted  purposes,  wisely  inaugurated  and  earnestly  pursued,  that 
were  characteristics  of  his  unselfish  life.  It  can  not  be  doubted  that  his 
would,  in  some  respects,  have  been  a  more  symmetrical  character,  had  fewer 
struggles  and  griefs  environed  him ;  yet  even  when  most  morbid,  he  never 
lost  sight  of  noble  projects  for  the  welfare  of  society  ;  and  if  he  was  ex- 
acting of  others,  he  never  spared  himself.  A  great  merit  in  the  biography 
of  a  man  so  singularly  pure  and  honorable,  is  to  give  a  glimpse  at  the  every 
day  incidents  of  his  life ;  and  this  we  have  in  the  present  volume,  in  the 
numerous  letters  and  extracts  from  his  diary,  whilst  letters  from  his  friends, 
and  extracts  from  their  testimony  serve  to  reveal  phases  of  noble  minded- 
ness,  generosity  and  unselfishness,  which  were  else  hidden  from  the  public 
eye.  Another  might  have  written  more  freely  of  what  were  the  chief  excel- 
lencies in  his  character,  but  the  tenderness  of  a  profound  sympathy  with 
his  great  life  expresses  itself  in  the  simple  words  of  affection  with  which 
his  wife  connects  the  incidents  set  forth  in  the  work.  It  is  not  without 
blemishes,  in  some  things  that  might  have  been  ^withheld,  and  others  that 
might  have  been  given ;  but  the  friends  of  public  education  and  public 
morality  will  thank  Mrs.  Mann  for  giving  wider  influence  to  the  life  of  a 
large-hearted  worker  in  the  cause  of  truth,  who  being  dead  yet  speaketh. 
The  Cottaob  Library.     1.  Home  Ballads,  by  our  Home  Poets.     2.  The 

Song  of  the  Shirt,   and  other  Poems,  by  Thomas  Hood.     3.    Uhder  Green 

Leaves.     Collected  by  R.  H.  Stoddard. 

The  publishers  of  the  above,  Messrs.  Bunco  &  Huntington,  New  York, 
have  commenced,  under  the  title  of  the  Cottage  Library,  the  issue  of  a 
series  of  attractive  hand-volumes,  containing  choice  selections  from  the 
best  poets,  and  standard  productions  of  the  great  authors,  issued  in  elegant 
style,  but  at  a  low  price,  and  designed  for  popular  circulation.  Each 
volume  is  handsomely  illustrated,  and  printed  on  fine  paper.  Price  80 
cents. 


128  Resident  Editor's  Department. 

BiXT  St.  Bbmt  ;  or  the  Boy  in  Blue.  By  Mrs.  C.  H.  Gildbrslbsyx.  New 
York;  James  O'Kane,  126  Nassau  St.,  1866.  Umo.pp.  362. 
The  central  history  in  this  story  is  told  in  a  few  words.  Remy  (Miss  St. 
Remy)  becomes  a  soldier  and  aid  to  Colonel  Berry,  whom  she  tenderly  loves, 
and  is  brave  and  self  sacrificing  in  her  new  character  as  she  is  constant 
and  devoted.  A  "secesh"  lover  is  discarded,  and  after  many  perils  peace 
comes  and  joy  crowns  the  years  of  waiting  and  of  care.  The  language, 
and  indeed  the  incidents  are  sometimes  extravagant,  but  as  a  whole  the 
book  shows  genius  and  tender  sympathy,  and  a  woman's  heart.  It  will 
repay  the  reading. 

Pbi^on  Life  in  the  South  :  at  Richmond,   Macon,   Savannah,    Charleston, 
Columbia^  Charlotte,  Raleigh,  Ooldsboro*  and  Andersonville,  during  the  years 
1964  and  1865.     By  A.  0.  Abbott,  Late  Lieut.  Ist  N.  Y.  Dragoons.     With 
Illustrations.  New  York:  Harper  ^  Brothers,  1865.     12mo., pp.  374/ 
The  public  have  become  so  familiar  with  incidents  similar  to  those  relat- 
ed by  Lieut.  Abbott,   that  any  report  of  the  subject  matter  of  this  book  is 
unnecessary.     The  story   is  well  told,    and  embraces    thrilling  scenes  of 
oruelty  and  privation,  captures  and  escape,    with  a  very  fair  insight  into 
the  life  of  the   people,   white  and  black,   with  whom   the  author  oamd 
in  contact.     It  will  be  long  before  such  barbarities  as  here  narrated  will 
be  forgotten. 

Husbands  AND  Hombs.  j?y  Marion  Harland,  Author  of  **  Alone,  "  **  Ridden 

Path,''  etc.     New  York:  Sheldon  ^  Company,  1866. 

A  good  moral  story  well  told.     We  have  not  read  it  through  but  our 
wife  likes   it,  and  we  presume  therefore  it  takes  many  a  poor  Benedict  to 
task  and  says  to  refractory  ones,  **  This  is  the  way ;  walk  ye  in  it.'*  Miss 
Harland's  reputation  as  a  pleasant  story  feller  is  well  established. 
Humorous  Poems.     By  Oliver  Wendell  Holmes.    With  Illustrations  by  Sol, 

Eytinge,  Jr.  Boston :  Ticknor  ^  Fields^  1865.     Small  ito,  paper,  pp.  100, 

Price  60  cents. 

This  beautiful  little  volume  is  uniform  with  the  recently  published 
*<  Companion  Poets," — Tennyson,  Browning,  Longfellow,  and  Whittier.  It 
contains  most  of  Dr.  Holmes'  poems  which  have  appeared  in  the  Atlantic 
Monthly,  and  some  others  that  have  been  favorites  for  years.  Among  the 
latter  we  notice  **  The  Ballad  of  the  Oysterman,"  «« The  September  Gale," 
**  The  Specter  Pig,"  and  others.  Of  the  later  poems  there  are  mixed  with 
the  serio-comic,  enough  of  the  tender  and  pathetic  to  give  them  a  xest. 
"The  Deacon's  Masterpiece,  or  the  Wonderful  one  Hoss  Shay  "  will  never 
grow  old.  **  The  Old  Man  of  the  Sea"  is  a  happy  conceit,  and  a  perpetual 
protest  against  all  **  buttonholders,  "  and  other  bores.  **  Contentment "  and 
**  The  Old  Man  Dreams,"  are  among  the  gems.  But  nothing  further  is 
necessary  than  to  say  that  these  are  by  Holmes,  and  that  the  illustrations 
are  fine,  and  the  paper  and  printing  in  the  best  style  of  the  University 
Press. 


JUST  PUBLISHED. 

#   - 

SOMETHING   ENTIRELY   NEW. 


A  BOOK  FOR  BYERT  TEACHER  IN  ARITHMETIC. 
A  BOOK  FOR  EVERY  SCHOLAR  IN  ARITHMETIC. 

aUESTIONS 

ON  THE 

PRINCIPLES    OF  ARITHMETIC 

DESIGNED    TO 

Indioate  an  Outline  of  Stady*  to  Exoite  anions  Pupils  a  Spirit  of  Inde- 
pendent Inquiry,  Bspeoially  Fitted  to  Facilitate  a  Thorough 
System  of  BeTiews,  Adapted  to  any  Text-Books  and  to 
all  Qrades  of  Iieamers. 

BY  JAMES  S.  EATON,  M.A., 
Author  of  a  Series  of  Arithmetics,  &c. 

**  It  thould  he  the  thief  aim  in  teaching  Arithmetic  to  lead  the  learner  to  a  clear 
undtrftandin^  o^  the  PRINCIPLES  cf  the  ScUnce,  —  Hojr.  John  D.  Phil- 
8BICK,  Superintendent  of  the  Public  Schools  in  Boston. 


THE  ADVANTAGES  OF  USING  THESE  QUESTIONS. 

1.  Thev  are  separate  from  any  text-books,  and  equally  w  ell  adapted  to  all 
text-books,  and  on  this  account  they  present  all  the  benefits  of  the  Question 
Method,  and  none  of  its  defects. 

2.  They  indicate  a  definite  outline  of  study,  and  afford  a  substantial  guide 
to  the  pupil  in  the  preparation  of  his  lesson. 

3.  They  incite  the  pupil  to  inquiry,  awakening  that  thirst  for  knowledge 
which  is  the  best  motive  to  its  acquirement. 

4.  They  open  up  the  several  subjects  by  such  short  and  suggestive  steps,  one 
qnestiou  following  upon  another  in  the  chain,  that  the  pupil  is  thus  led  to 
follow  out  and  develop  the  subject  for  himself. 

6.  By  inciting  the  pupil  to  inquiry,  and  guiding  him  in  developing  the 
suljeot  for  himself,  they  observe  the  highest  and  only  true  style  of  teaoliinff ; 
namely,  to  dsaw  out  and  develop  the  faculties,  and  thus  lead  the  pnpil, 
insteaa  of  dictating  to  him  or  driving  him. 

6.  Thej  afford  the  best  means  for  frequent  reviews  and  examinations,  since  it 
is  the  Pnnciplesof  Arithmetic  that  should  be  reviewed,  and  not  the  mechanical 
operations. 

7.  The  use  of  these  questions  will  not  fail  to  ground  the  principles  of  Arith- 
metio  in  the  mind  of  the  pupil,  and  thus  give  him  the  Key  which  will  command 
all  pmctioal  operations. 

8.  For  those  teachers  whose  time  is  closely  occupied  with  large  classes  and 
large  schools,  the  use  of  these  questions  will  save  much  labor,  while  they  will 
produce  the  best  results  in  scholarship. 

0^  These  Questions  are  published  in  the  form  of  a  Pamphlet,  and  sold  at  a 
very  low  price,  to  render  it  easy  for  all  schools  to  supply  themselves  with  them. 

As  they  are  not  in  the  form  of,  nor  designed  for  a  text-book,  they  do  not 
require  to  be  formally  adopted  by  Boards  of  Education,  but  the  use  of  them, 
like  cards  or  other  illustrations,  will  depend  on  the  option  of  teachers. 

FOB  SAI.E  BY  ALL  BOOKSELLERS. 

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ly  These  series  will  bo  continued  by  selecting  such  works  of  the  best  authors  as  ars  suitable  for 
Colleges  and  Schools,  and  prirate  reading. 

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&  B.  UBBINO,  13,  School  Street.  Boeton. 


Q 
O 


a 


o 


NEW  YORK  TEACHER. 


New  Series.]       FEBRUARY,  1866.        [Vol.  VIT,  No.  5. 
Oswego  Norxaal  and  Training  School. 

The  frontispiece  of  this  numher  presents  a  view  in  perspective 
of  the  building  recently  purchased  and  fitted  up  by  the  Oswego 
Board  of  Education  for  il'  StSU-  Normal  School.  The  building  is 
located  in  the  most  delightful  part  of  the'  city  and  overlooks  the 
entire  town,  the  lake,ri?er  and  harbor,  and  adjacent  ooantry.  It  is 
surrounded  by  ample  grounds,  and  in  its  internal  arrangements  is 
happily  adapted  to  the  porposo  for  which  it  is  designed. 

The  main  part  and'oiii^ro  of  the  building  is  constructed  of  a 
beautiful  limestone,  foil|ld..pn  the  shores  of  Lake  Ontario.  The 
wings  are  of  wood  and-ii^  largo  and  spacious.  It  is  designed  to 
accommodate  from  250  *»  800  pupils  in  the  Normal  Department, 
and  GOO  children  in  the  Iftpdel  and  Practicing  Schools. 

Its  entire  length  in  fr^t^'^from  east  to  west,  is  153  feet,  and  it 
extends  back  130  feet.  Tpejgroaad  plan  of  each  floor  is  presented 
herewith. 

The  building  is  an  ornament  to  the  town  and  an  honor  to  the 
Board  of  Education  and  citizens  of  Oswego,  who  have  so  liberally 
provided  for  the  professional  education  of  the  teachers  of  the  state  — 
a  provision  certainly,  very  much  demanded. 

This  school,  which  has  been  in  operation  since  the  spring  of  1801, 
and  for  the  last  two  years  under  the  patronage  of  the  state,  is  to 
occupy  the  new  building  on  the  28th  day  of  February  next.  At  that 
time  it  is  to  enter  upon  a  much  more  extended  curriculum  than 
heretofore,  embracing  all  that  is  usually  taught  in  the  best  Normal 
Schools  in  the  country,  in  addition  to  a  thorough  course  of  instruc- 
tion and  training   in  methods  of  teaching.     The  teaching  of  the 

[Vol.  XV,  No.  5.]  9 


130  Oswego  Normal  and  Tmiriing  School. 


Tarious  branches  is  regarded  rather  as  a  necessity  than  as  the  appro- 
priate work  of  the  school.  It  is  desighed  as  a  preparation  for  the 
more  legitimate  work,  of  instruction  in  the  principles  and  philosophic 
of  education,  and  trainin(ji  in  methods  of  teaching. 


FIRST  FLOOR. 

1.  Hall  and  main  entrance  to  Normal  School.  3,2.  Recitation  rooms  for  Normal  School. 

8.  Laboratory  and  chemical  apparatus.  4.  Philosophical  apparatus  and  cabinet.  Be- 
tween the  rooms  S  and  i),  8  and  4,  arc  sliding;  doors,  so  that  two  rooms  can  be  thrown 
into  one  when  required.  6.  OtBce.  6,  6.  Assembly  rooms  of  practicing  schools.  7,  7,  7, 
7,  7.  7.  7,  7,  7,  7.  Recitation  rooms  for  pupil  tcacners,     8.  Model  graded  school  room. 

9.  Girls*  hall  and  main  entrance  to  Model  and  Practicing  Schools.  10.  Bovs'  hall  and 
main  entrance  to  Model  and  Practicing  Schools.  11.  Entrance  Arom  court  yard.  IS.  Cov- 
ered passage  way  to  water  closets.  18,  13,  13.  Girls'  cloak  rooms.  14,  14,  14.  Boys' 
cloak  rooms.  16, 16, 16, 16, 16.  Teachers'  closets.  16, 16, 16, 16.  Piazzas.  17, 17.  Sinks 
f^f  foft  watfr. 


Oswego  Normal  and  Training  School.  131 


The  school  is  to  be  arranged  in  two  distinct  departments,  Ele- 
mentary and  Higher.  The  ''Elementary  Training  Coarse"  will 
occupy  two  terms  of  twenty  weeks  each.  The  first  term  is  to 
be  devoted  to  instruction  in  the  principles  and  philosophy  of  educa- 
tion, methods  of  teaching,  school  organization  and  government. 
Special  attention  will  be  given  to  the  best  methods  of  teaching  and 
managing  Primary  Schools.     The  methods  pursued  will  be  those 


SECOND  FLOOR. 

1, 1, 1, 1, 1.  Halls.  8.  Assembly  room  and  hall,  capable  of  seatinf  from  800  to  1,000 
Penons.  8.  Lectare  room.  4.  Natural  history  room.  6.  Ladies*  dressinir  room.  6. 
Teachers*  dressing  room.  7,  7,  7,  7,  7.  Recitatian  rooms  for  papil  teachers,  with  children 
from  practicing  schools.  8.  Model  nnCTaded  school  room.  9.  Cloak  room  for  girls.  10. 
Qoak  room  for  bors.  11, 11, 11, 11.  Teachers'  closets.  12, 12, 12, 12, 12, 12, 12, 12.  Ven- 
tilators (Bobinson^s).  18, 18, 18, 18, 18.  Piazzas.  14.  Stairway  and  covered  passage.  15, 
16.  Janitor*!  rooms. 


132  Oswego  Normal  and  Training  School. 

sometimes  termed  "  intuitive  "  or  "  objective,"  but  more   popularly 
known  as  "  Object  Teaching." 


THnU)  FLOOR. 

1, 1.  Halls.  8,  2.  Recitation  rooms.  8.  Library  and  reading  room.  4.  Gentlemen^s 
dressing  room.  6.  Apnaratns  room.  6,  6.  Janitor's  rooms.  7,  7,  7,  7.  Rooms  for  the 
solitanr  confinement  ox  refiractory  children.     These  rooms  are  properly  warmed  and 

The  subjects  considered  will  embrace  all  those  usually  pursued  in 
the  common  schools  of  the  state. 

Instruction  will  be  given  as  to  the  best  methods  of  teaching  these 
branches  at  every  step  of  the  child's  progress,  from  the  time  of  first 
entering  school  to  the  completion  of  the  subjects,  illustrated  by 
frequent  model  and  criticism  lessons.  The  second  term  will  be 
devoted  to  observation  and  practice  in  the  Model  and  Practicing 
Schools  undieir  the  dirpctioi^  of  the  most  competent  critics.     One 


Osweyo  Normal  and  Training  School.         133 

hour  each  day  will  be  devoted  to  instraction  in  methods  of  giving 
object  lessons,  lessons  on  form,  size,  color,  weight,  sounds,  animals, 
plants  and  moral  instruction. 

Pupils  having  completed  this  course  will  receive  a  diploma,  which 
will  serve  as  a  certificate  of  qualification  to  teach  in  any  of  the  com- 
mon schools  of  the  state. 

Pupils  to  enter  this  class  must  bo  able  to  pass  a  satisfactory 
examination  in  all  the  common  English  branches.  Those  not  prop  - 
erly  qualified  may  enter  the  '^  Elementary  Preparatory  Class,"  which 
occupies  one  term  of  twenty  weeks,  and  is  designed  to  give  thorough 
drill  in  reading,  spelling,  writing,  analysis  of  words,  grammar,  geo- 
graphy, history,  arithmetic,  book-keeping,  drawing,  and  elementary 
algebra. 

No  pupil,  however,  will  be  admitted  into  this  class  who  has  not  a 
fair  knowledge  of  all  except  the  three  last  named  branches. 

The  "  Higher  Training  Course  "  occupies  one  term,  and  is  devoted 
to  a  consideration  of  the  best  methods  of  teaching  the  branches 
usually  pursued  in  the  high  schools  and  academies  of  the  state. 
Much  time  will  be  devoted  to  teaching  under  criticism,  to  model  and 
criticism  lessons,  sub-lectures,  and  to  the  study  of  the  history  and 
philosophy  of  education,  school  laws,  school  organization  and  dis- 
cipline. On  completing  this  course  an  appropriate  diploma  will 
be  conferred.  To  enter  this  class  pupils  will  be  required  to  sus- 
tain a  competent  examination  in  higher  arithmetic,  algebra,  geo- 
metry, grammar,  rhetoric,  geography,  history,  natural  philoso- 
phy, chemistry,  botany,  astronomy,  mental  and  moral  philosophy, 
and  drawing. 

Pupils  not  properly  qualified  in  these  branches,  may  enter  the 
"  Higher  Preparatory  Course,"  which  covers  three  terms  of  twenty 
weeks,  and  pursue  such  branches  as  may  be  necessary  to  fit  them 
for  the  "  Training  Course."  The  time  necessary  to  spend  in  the 
"  Preparatory  Course  "  depends  entirely  on  the  proficiency  and  abil- 
ity of  the  pupil.  To  a  pupil  conversant  with  none  of  the  branches, 
three  terms,  of  twenty  weeks  each,  will  be  required. 

To  enter  this  department  a  pupil  must  be  able  to  pass  a  thorough 
examination  in  all  the  branches  of  the  '^  Elementary  Course." 
Full  courses  of  lectures  will  be  given  in  the  various  branches  of 
natural  science,  throughout  both  departments. 

The   Model  and  Practicing  Schools  are  separate  and  distinct  in 


134  Boarding  Round. 

their  design  and  character.  The  former  are  designed  as  models  of 
excellence  in  organization,  teaching  and  discipline,  and  are  taught 
exclusively  by  paid  teachers. 

The  latter  are  employed  as  schools  of  practice,  as  the  name  im- 
plies, for  the  pupil  teachers. 

Each  class  of  scholars  embraces  every  grade  from  the  Primary  to 
to  the  High  School. 

The  school  is  free  to  all  who  are  properly  qualified  to  enter,  and 
who,  on  recommendation  of  the  School  Commissioner  or  Board  of 
Commissioners  of  the  county  in  which  they  reside,  receive  the 
appointment  of  the  State  Superintendent  of  Public  Instruction. 

There  is  no  charge  for  books  or  tuition,  and  the  traveling  expen- 
ses of  the  pupils  in  coming  to  the  school  are  refunded  at  the  close 
of  each  term. 

An  able  and  efficient  corps  of  teachers  has  been  employed,  and 
no  effort  will  be  spared  to  make  the  school  one  of  a  high  order. 

Circulars  giving  full  information  in .  regard  to  the  school  may 
be  obtained  through  the  State  Superintendent,  or  E.  A.  Sheldon, 
of  Oswego,  the  Superintendent  of  the  school. 


Boarding  Bound. 


BY  AMOBT  H.  BBADFOBD. 


I  shall  not  attempt  a  critical  discussion  of  merits  and  demerits  of 
Boarding  Bound,  but  rather  a  few  recollections  of  that  peculiar  cus- 
tom which  looms  up  dark  and  dread  to  the  novitiate  in  teaching. 

There  is  no  peculiarity  of  the  teacher's  life  more  abused  than  this. 
Prejudice  has  arrayed  itself  against  it.  The  over-fastidious  taste  of 
many  is  **  shocked  at  the  idea."  Those  who  instruct  simply  for 
pecuniary  benefit  are  drawn  up  in  determined  and  unrelenting  hos- 
tility to  a  system  which  necessarily  deprives  them  of  much  time 
that  is  desired  for  personal  advantage.  Examine  the  reasons  assigned 
by  the  opponents  of  boarding  round,  and  you  will  find  that  generally 
they  are  purely  selfish. 

The  desire  of  innovation  also,  of  making  our  6wn  age  distinct  from 
every  other,  has  had  its  influence  with  our  common  school  teachers. 


Boarding  Bawnd.  135 

In  our  desire  for  advancement  we  often  seek  simply  change.  A 
determination  to  be  peculiar  is  frequently  mistaken  for  a  genuine 
love  of  progress.  Here  is  this  principle  manifest.  Our  fathers 
boarded  round  when  teaching ;  hence  we  must  not. 

We  love  the  pcood  old  custom.  Here  is  found  some  of  the  dis- 
comforts, but  just  as  truly  much  of  the  joy  of  the  teacher's  life. 
Around  the  hearth-stones  of  humble  firesides  cluster  the  fondest 
recollections  of  many  who  year  after  year  have  taught  the  district 
school.  To  be  sure,  here  as  everywhere,  the  bitter  is  mingled  with 
the  sweet.  Yet  who  shall  say  it  is  not  better  for  the  teacher  and 
those  whom  he  instructs,  that  after  a  "long,  long  weary  day's" 
unceasing;  toil,  he  is  obliged  to  walk  a  mile  or  two,  have  his  mind 
diverted  by  new  scenes,  and  his  soul  warmed  and  expanded  by  the 
goodly  cheer  of  the  farm  house.  The  fare  may  not  be  such  as  Del- 
monico  recently  set  before  the  great  British  capitalist.  The  dinner 
may  be  served  without  dessert.  You  may  even  be  asked,  —  perhaps 
bluntly,  —  but  nevertheless  kindly, — to  "  take  right  hold  and  help 
yourself"  What  matters  it?  we  should  look  at  the  spirit,  and  not 
the  letter  of  the  invitation. 

After  tea,  suppose  the  father  does  want  to  talk  politics?  It  is  not 
unlikely  that  there  may  be  some  things  learned  about  the  various 
political  struggles  in  our  country  of  which  we  never  thought  before. 
The  choicest  diamonds  are  often  imbedded  deepest  in  mire.  There 
are  elements  of  power  beneath  the  rough  exterior  of  many  Ameri- 
can farmers,  which,  if  occasion  demanded  it,  would  exert  a  command- 
ing influence  upon  the  history  of  our  republic.  A  tanner  has  become 
a  lieutenant  general ;  a  rail-splitter  both  the  nation's  president  and 
martyr.  There  may  be  something  yet  to  be  learned  from  our  obscure 
citizens.  But  perhaps  I  am  straying.  Yet  I  wanted  to  show  that 
some  of  the  grandest  lessons  possible  to  be  learned  are  gained  by 
boarding  round.  We  may  hear  and  read  of  men  who  are  poor,  yet 
rich  ;  obscure,  yet  noble ;  but  we  truly  realize  the  fact  only  when 
the  iron  pen  of  experience  has  written  it  upon  our  minds.  He  who 
has  boarded  round  knows  that  many  of  our  "  small-fisted  farmers  " 
in  strength  of  character,  extent  of  essential  political  and  general 
knowledge,  are  the  peers  of  the  proudest  courtiers  of  Europe.  By 
association  with  such  minds  our  own  characters  are  strengthened, 
our  perceptions  sharpened,  our  experience  enlarged.  I  do  not  claim 
that  this  practice  is  always  pleasant,  but  that  it  may  be  usually  both 
pleasant  and  profitable. 


136  Boiirding  Hxmnd, 

But  I  was  simply  intending  to  relate  some  recollections  of  board- 
ing round.  The  real  value  of  the  system  is  best  proved  by  the 
pleasautcat  reminiscences  that  veteran  teachers  are  fond  of  rehearsing. 

Many  happy  hours  docs  the  faithful  teacher  spend  in  living  over 
these  joyous  scenes.  Willingly  does  he  bid  memory  summon  back 
the  departed  years  of  happiness  and  youth.  To-night  those  thoughts 
are  sweeter  than  ever  to  me,  as  I  sit  all  alone  looking  at  the  embers 
which  are  fast  crumbling  into  ashes,  and  watching  a  flickering  flame, 
whose  shadowy  fingers  are  painting  shapes  fantastic  upon  my  chamber 
walls.  Yes,  those  were  joyous  days.  IIow  kind -those  old  faces 
seem,  peering  familiarly  at  me  from  the  coals  on  the  grate.  Those 
scenes  are  nacred  to  me ;  are  they  not  to  you,  brother  teacher  ? 

There  was  one  fireside  which  a  brother  had  just  left  to  join  in 
the  wild  unrest  of  the  metropolis.  The  mother,  oh  !  how  her 
motherly  heart  yearned  for  his  welfare  !  She  looked  to  the  teacher 
for  sympathy  and  comfort.  How  one  is  ennobled  when  a  mother, 
another's  mother  turned  to  him  for  consolation.  A  difierent  recollec- 
tion arises  at  the  thought  of  that  large  white  house  in  the  valley. 
There  was  a  young  woman,  beautiful,  accomplished,  beloved.  One 
worthy  to  be  loved  bad  sought  and  won  her  love.  He  heard  his 
country's  call  and  went  manfully  forth  to  engage  in  the  good  fight 
for  freedon  and  T nicm.  A  bullet  pierced  his  young  heart,  and  now 
at  Gettysburg  he  sleeps  in  a  grave  unmarked,  unknown.  The 
teacher's  welcome  here  was  kind,  but  sad ;  his  recollection  of  it  is  as 
sweet  as  sad. 

But  I  almost  forgot  that  wedding  at  the  trustee's.  Did  you  ever 
attend  a  wedding  in  the  country  '{  They  are  indescribable,  inimita- 
ble, natural.  Not  so  much  display,  not  so  much  refinement,  if  you 
please ;  but  vastly  more  of  heart  than  often  belongs  to  similar  occa- 
sions in  the  city. 

But  my  tenderest,  saddest  welcome  was  in  that  quiet  little  cottage 
under  the  hill,  from  which  the  hope,  the  flower  of  a  little  family 
flock  bad,  soft  as  a  sun  beam,  passed  to  the  land  where  sorrow  never 
comes.  At  eventide  the  father,  half  forgetful,  would  call ;  and  as 
his  little  pet  came  not  would  go  aside  to  weep.  The  mother  was  a 
Christian.  The  same  invisible  hand  that  guides  the  movements  of 
the  spheres  sustained  her.  She  believed  that  this  afliictiou  would 
work  out  a  far  more  exceeding  and  eternal  weight  of  glory ;  that 
when  together  they  should  tread  the  gold-paved  street  of  the  New 


PapUs  Metital  Processes.  137 

Jerusalem,  the  voice  of  her  dead  yet  living  Anne  would  ring  out 
the  anthem  of  praise,  full,  clear  and  joyous  as  in  days  of  yore. 
Who  believes  that  association  with  such  scenes  is  not  beneficial  ? 
Who  believes  that  in  a  circle  where  heart  meets  heart,  we  are  not 
ennobled  ? 

The  last  scene  comes  after  the  others  have  retired,  and  you  are 
left  alone  in  the  parlor  to  seek,  when  you  please,  your  bed  in  the 
parlor  chamber.  How  reverie  claims  you.  You  look  at  the  expir- 
ing fire  and  dream.  The  years  glide  by.  You  follow  that  family 
down  the  dim  and  uncertain  future.  Relentless  time  bears  you 
onward.  The  family,  your  school,  yourself,  are  rolled  hither  and 
thither  by  succeeding  years.  The  last  spark  in  the  fire-place  glim- 
mers and  expires.  You  sleep.  Soon  the  barking  of  the  bouse  dog 
arouses  you ;  you  retire  and  all  is  still. 

I  have  thus  written  down  some  recollections  of  my  experience  as 
a  teacher.  I  loved  boarding  round.  In  my  heart  I  say,  blessed  be 
that  good  old  custon  !  Twice  and  three  times  blessed  be  memory, 
that  golden  clasp,  which  unites  the  living  present  with  the  dead 
past. 


Ixet  Pupils  Observe  Their  Own  Mental  Processes. 

It  is  the  duty  of  the  teacher  as  his  pupils  advance  in  knowledge 
to  direct  their  attention  to  their  difierent  studies  as  illustrating 
different  mental  operations.  Though  mental  philosophy  may  not 
be  taught  in  school  as  a  distinct  branch  of  study  it  may  be  so  illus- 
trated, and  the  attention  so  directed  to  what  the  mind  does,  that  the 
knowledge  gained  may  be  as  useful  as  that  acquired  in  regular 
recitations.  Formal  statements  and  many  metaphysical  terms  are 
not  necessary.  Let  the  pupil  observe  his  own  mind  —  how  he  per- 
ceives, how  he  remembers,  how  he  compares,  and  generally,  how  he 
gains  knowledge.  As  each  mental  process  is  observed  he  may  safely 
be  trusted  with  its  name. 

The  pupil  knows  vaguely  what  it  is  to  compare.  After  some 
recitation,  when  a  few  minutes  can  be  gained,  cause  him,  by  means 
of  weights,  colors,  or  other  things,  to  observe  that,  in  comparing,  we 
discover  the  relation  between  things  of  the  same  kind,  or  between 
things  that  have  some  common  property.     Give  him  two  weights, 


138  Papild'  Menial  Processes. 

and  let  him  observe  how  his  mind  passes  from  one  to  the  other,  in 
order  to  note  which  is  the  heavier.  Place  two  marks  of  nearly  the 
same  length  at  some  distance  from  each  other,  and  let  him  observe 
how  he  looks  first  at  one  and  then  at  the  other  to  determine  which 
is  the  longer.  Illustrate  till  he  observes  what  the  mind  does  in 
comparing.  Cause  him  to  discover  that  we  do  not  really  compare 
objects  themselves,  but  only  certain  qualities  or  properties  which 
objects  have  in  common.  Let  him  notice  that  in  stating  the  result 
of  comparison,  we  always  take  one  tiling  as  a  standard,  unitor  known 
quantity,  and  state  the  relation  which  some  object  before  unknown 
bears  to  this  known  quantity  or  unit.  "  John  is  taller  than  James." 
The  tallness  of  James  is  here  the  known  quantity  or  standard ;  it 
only  means  that  John  possesses  the  quality  of  tallness  indefinitely 
in  excess  of  James.  Notice,  also,  that  where  we  only  wish  to  state 
relations,  the  statement  may  be  made  in  two  ways :  we  may  say  "  John 
is  taller  than  James,"  or  "  James  is  shorter  than  John."  We  may 
say  one  is  one  half  of  two,  or  two  is  two  times  one. 

Now  let  the  pupil  observe  language  and  see  how  whole  classes  of 
words  are  merely  expressions  for  the  result  of  the  mental  process 
of  comparison.  **  A  large  tree."  Since  nothing  is  absolutely  large 
or  small,  the  tree  is  relatively  large ;  that  is,  it  is  large  when  com- 
pared with  other  trees.  "  A  cold  day  "  —  not  absolutely  cold,  but 
cold  when  compared  with  other  days  of  that  season.  A  large  class 
of  descriptive  adjectives  as  well  as  many  nouns  are  seen  to  be 
expressions  for  relations  determined  by  comparison.  If  now  the 
pupil  observes  the  comparison  of  adjectives,  it  is  no  longer  an 
unmeaning  repetition  of  wise,  wiser,  wisest.  Wiser  means  that  two 
characters  being  compared,  one  is  found  to  possess  more  of  the 
quality,  wisdom,  than  the  other,  while  wisest  tells  us  that  one  char- 
acter, being  compared  with  a  definite  number  of  other  characters, 
is  found  to  possess  more  of  the  quality  wisdom,  than  any  of  them. 
In  this  way  language  comes  to  have  a  new  meaning  and  value  —  to 
be  really  and  truly  the  expression  of  thought. 

In  arithmetic  much  of  all  that  is  done  is  to  compare.  To 
weigh  or  to  measure  is  to  compare.  A  fraction  is  such  only  by 
its  relation  to  some  assumed  unit.  To  ask  what  part  one  thing 
is  of  another,  is  to  compare  those  things.  Ratio  is  nothing  but 
the  comparison  of  one  number  with  another  taken  as  a  standard, 
while  in   proportion   we   only   compare   ratios.      Indeed,    number 


Leasons  from  a  Shoemaker  a  Stool.  139 

itself  seems  to  be  only  an  expression  for  the  two  ideas  of  indi- 
vidualitj  and  relation. 

If  pupils  are  thus  caused  generally  to  recognize  the  operations  of 
their  own  minds,  it  must  happen  that  the  knowledge  gained  shall 
have  greater  unity,  and  become  more  fully  a  part  of  themselves. 
Tbey  finally  recognize  mind  and  the  external  world  as  two  factors 
whose  product  is  knowledge.  A.  G.  M. 


From  Chod  Words, 

Lessons  from  a  Shoemaker's  Stool. 

BT   JOHN    KERB,    H.  M.  INSPECTOR   Of   SCHOOLS. 

In  the  course  of  my  wanderings  I  had  the  good  luck  not  long  ago 
to  fall  in  with  a  very  remarkable  and  interesting  old  man,  James 
Beattie,  of  Gordonstone,  a  village  of  about  a  dozen  of  houses  in 
the  parish  of  Auchterless,  in  the  northeast  corner  of  Aberdeenshire. 
He  is  a  shoemaker,  but  has  conjoined  with  his  trade  the  teaching  of 
all  the  children  in  hb  neighborhood.  It  is  remarkable  how  largely 
the  shoemaking  profession  bulks  in  the  public  eye  in  this  respect. 
John  Pounds,  the  Portsmouth  cobbler,  was  the  founder  of  ragged 
schools  in  England ;  and  George  Murray,  of  Peterhead,  also  a  shoe- 
maker, formed  the  nucleus  from  which  the  Union  Industrial  Schools 
of  that  town  have  sprung.  Many  others  might  be  mentioned. 
Probably  scientific  investigation  may  hereafter  explain  this  afiinity 
between  leather  and  philanthropy. 

Mr.  Beattie  is  now  eighty-two  years  of  age.  For  sixty  of  these 
he  has  been  carrying  on  his  labor  of  love,  and  he  means  to  do  so  as 
long  as  he  can  point  an  awl  or  a  cnoral,  adorn  a  tale  or  a  piece  of 
calf-skin.  He  has  sought  no  reward  but  that  of  a  good  conscience. 
None  are  better  worthy  of  a  recognition  in  Good  Words  than  the 
systematic,  unobtrusive  doer  of  good  deeds,  and  probably  few  will 
grudge  James  Beattie  the  honor. 

While  in  this  neighborhood  a  friend  of  mine  gave  me  such  an 
account  of  him  as  made  me  resolve  to  see  him  if  possible.  By 
making  a  start  an  hour  earlier  than  was  necessary  for  my  regular 
duty,  I  had  no  difficulty  in  making  out  my  visit  to  him.     His 


140  Lessons  from  a  SJvoemaker's  Stool. 

workshop  being  pointed  out  to  me  —  a  humble,  one-storied  house, 
with  a  thatch  roof,  and  situated  in  quite  a  rural  district  —  I  went  up 
to  the  door  and  knocked. 

I  hope  the  three  hundred  and  odd  school  managers  with  whom  I 
am  acquainted  in  the  north  of  Scotland  will  excuse  me  for  saying 
here  that  this  ceremony  —  the  knocking —  ought  always  to  be  gone 
through  on  entering  a  school.  It  is  not,  perhaps,  too  much  to  say, 
that,  so  far  as  I  have  observed,  it  is  almost  invariably  neglected. 
The  door  is  opened,  and  an  unceremonious  entrance  is  made,  by 
which  not  only  is  the  teacher  made  to  feel  —  I  know  he  feels  it  — 
that  he  is  not  the  most  importjint  person  there,  which  is  not  good  ; 
hut  the  2>fipif^  (ti"c  made  to  sec  iV,  which  is  very  bad.  I  am  aware 
that  this  is  sometimes  due  to  the  fact  that  the  teacher  and  managers 
are  on  the  most  familiar  terms.  It  is  not  always  so;  and  even  when 
it  is  so  I  venture  to  think  that  the  courtesy  of  a  knock  should  be 
observed.  I  have  never  once,  when  I  was  alone,  or  when  it  de- 
pended on  me,  entered  a  school  without  knocking.  This,  however, 
by  the  way. 

I  had  got  the  length  of  knocking  at  James  IJeattie's  door,  which 
was  almost  immediately  opened  by  a  stout-built  man  under  the 
middle  size,  with  a  thoroughly  Scotch  face,  square,  well-marked 
features,  eyes  small  and  deeply  sunk,  but  full  of  intelligence  and 
kindliness.  The  eyes,  without  having  anything  about  them  pecu- 
liarly striking,  had  a  great  deal  of  that  (juiet  power  for  which  I 
can  not  find  a  better  epithet  than  sympathetic.  They  are  eyes  that 
beget  trust  and  confidence,  that  tempt  you  somehow  to  talk,  that  as- 
sure you  that  their  owner  will  say  nothing  silly  or  for  show  ;  in 
short,  good,  sensible,  kindly  eyes.  His  age  and  leathern  apron  left 
me  in  no  doubt  as  to  who  he  wa.s.  I  said,  however,  "  You  are  JMr. 
Beattie,  I  suppose  ?" 

"  Yes,**  he  replied  ',  "  my  name's  James  Beattie.  Wull  yc  no 
come  in  oot  o'  the  snaw  ?     It's  a  stormy  day.*' 

"  Perhaps,"  I  said,  "when  you  know  who  I  am  you  won't  let  me 
in." 

"  Weel,  at  present  I  dinna  ken  ony  reason  for  keepin*  ye  oot." 

I  then  told  him  who  I  was ;  that  I  was  on  my  way  to  Auchtcrless 

Female  School  (about  two  miles  off),  that  his  friend,  Mr.  C , 

had  been  speaking  to  me  about  him,  and  that,  as  I  was  almost  pass- 
ing his  door,  I  could  not  resist  calling  upon  him,  and  having  a 


\ 


Lessons  from  a  Shoemaker's  Stool,  141 

friendly  chat  with  one  who  had  been  so  long  connected  with  educa- 
tion. I  added  that  I  did  not  wish  to  see  his  school  unless  he  liked, 
and  that  if  he^had  any  objections  he  was  to  say  so. 

"  Objections,"  he  replied,  "  I  never  hae  ony  objections  to  see  ony- 
body  that  has  to  do  wi'  education.  It  has  aye  been  a  hobby  o* 
mine,  and  I  daursay  a  body  may  hae  a  waur  hobby.  You  that's 
scein'  aae  mony  schules  will  be  able  to  tell  me  something  I  dinua 
ken.     Come  in,  sir.'' 

In  his  manner  there  was  no  fussiness,  but  a  most  pleasing  solidity, 
heartiness  and  self-possession.  He  did  not  feel  that  he  was  being 
made  a  lion  of,  and  he  evidently  did  not  care  whether  he  was  or 
no.  I  went  in,  and,  as  a  preliminary  to  good  fellowship,  asked  him 
for  a  pinch  of  snuff,  in  which  saw  he  indulged.  The  house,  which 
does  double  duty  as  a  shoemaker's  stall  and  school  room,  is  not  of  a 
very  promising  aspect.  The  furniture  consists  of  a  number  of  rude 
forms  and  a  desk  along  the  wall.  So  much  for  the  school  room.  In 
the  other  end  are  four  shoemaker's  stools,  occupied  by  their  owner's 
lasts,  straps,  lap-stones,  hammers,  old  shoes,  and  the  other  accompa- 
niments of  a  shoemaker's  shop.  Two  or  three  farm  servants,  whose 
work  has  been  stopped  by  the  snow  storm,  had  come  in,  either  to 
pass  an  idle  hour  in  talk  or  in  the  way  of  business. 

There  were  only  ten  pupils  present,  a  number  being  prevented  by 
the  snow  and  long  roads.  When  I  went  in  some  of  them  were  con- 
ning over  their  lessons  in  a  voice  midway  between  speech  and 
silence,  and  one  or  two  were  talking,  having  taken  advantage  of  the 
•'  maister's"  going  to  the  door  to  speak  to  me,  and  the  noise  called 
forth  from  Mr.  Beattie  the  order,  *•  Tak'  your  bookies,  and  sit 
peaceable  and  dacent,  though  there's  few  o'  ye  this  snawy  day. 
Think  it  a',  dinna  speak  oot ;  your  neebours  hear  ye,  and  dinnamind 
their  ain  lessons." 

This  is,  I  think,  very  good  :  "  Although  there's  very  few  o*  ye 
this  snawy  day,"  your  responsibility  is  individual,  not  collective. 
Many  or  few,  the  object  for  which  you  are  here  is  the  same,  viz : 
to  learn  your  lessons  and  behave  properly.  The  snow  storm  has 
kept  many  away,  but  it  furnishes  no  excuse  for  noise  or  idleness. 
The  old  man's  **  though  there's  few  o'  ye "  thus  involved  a  great 
principle  that  lies  at  the  root  of  all  true  teaching. 

The  order  was  obeyed  to  the  letter.  James  pointed  out  a  seat  for 
ffle  on  one  of  the  forms,  took  up  his  position  on  hi^  stool,  and  he 


142  Lessons  from  a  Shjoemahers  Stool. 

and  I  began  to  talk.  I  am  tempted  to  give  it,  to  the  best  of  my  recollec- 
tion, in  his  simple  Doric,  which  would  loose  much  by  translation. 

"  You  will  not  be  very  well  pleased"  I  remarked,  by  way  of 
drawing  him  out,  ^^  about  this  fine  new  school  which  has  just  been 
opened  at  Badenscoth.  It  will  take  away  a  great  many  of  your 
scholars." 

'*  0  man  !  "  he  replied,  '*  ye  dinna  ken  me,  or  ye  wudna  say  that. 
I  hae  just  said  a  hunder  times,  when  I  heard  o'  the  new  schule, 
that  I  was  thankfu'  to  Providence.  Afore  there  was  ony  talk  o'  the 
new  schule,  I  hae  stood  mony  a  time  wi'  my  back  to  the  fire  look  in' 
at  the  bairnies  when  they  were  learnin'  their  lessons,  and  whiles 
takin'  a  bit  glint  up  at  my  face — for  I  think  some  o'  them  like  me 
—  and  I've  said  'Oh,  wha*ll  mind  thae  puir  creatures  when  I'm 
awa'?'  Ye  ken,"  he  continued,  '^I  canna  expect  muckle  langer 
time  here  noo.  Ay,  even  if  I  werna  an  auld  dune  man,  as  I  am,  I 
wud  hae  been  thankfu'  for  the  new  schule.  I  hae  maybe  dune  as 
weel's  I  could,  but  a'  my  teachin',  though  it's  better  than  naething, 
is  no'  to  be  compaerd  wi'  what  they'll  get  at  a  richt  schule." 

'^  It  is  quite  true,"  I  said,  'Hhat  you  labor  under  great  disadvan- 
tages, having  both  to  teach  and  to  attend  to  your  work  at  the  same 
time." 

^'  Weel,  it's  no  sae  muckle  that,  as  my  ain  want  o'  education." 

"  You  have  had  a  long  education^"  I  replied. 

**  That's  just  what  a  freen  o'  mine  said  to  me  ance,  and  I  mind  I 
said  to  him,  '  That's  the  truest  word  ever  ye  spak.  I've  been  learnin' 
a*  my  days,  and  I'm  as  fond  to  learn  as  ever.' " 

'^  But  how  do  you  manage  to  teach  and  work  at  the  same  time  ?" 

"  Ye  see,"  he  replied,  "  when  I'm  teachin'  the  A  B  C,  I  canna 
work,  for  I  maun  point  to  the  letters;  but  when  they  get  the  length 
o'  readin',  I  ken  fine  by  the  sense,  withoot  the  book,  if  they're  readin' 
richt,  and  they  canna  mak'  a  mistak  but  I  ken't." 

Well  said  by  James  Beatiel  He  has  discovered  by  common 
sense  and  experience  the  only  true  test  of  good  reading,  *'  by  the 
sense,  without  the  book." 

"  In  spite  of  your  want  of  education,  however,"  I  said,  "  I  under- 
stand that  you  have  old  pupils  in  almost  every  quarter  of  the  globe, 
who  are  doing  well,  and  have  made  their  way  in  the  world  through 
what  you  were  able  to  give  them.  I  have  heard,  too,  that  some  of 
them  are  clergyman." 


Lessons  frvm  a  Shoemakers  Stool.  143 

"  Ay,  that^s  true  enough/'  he  replied ;  "  and  some  o*  them  hae 
come  back  afler  being  years  awa',  and  sat  doun  among  the  auld  shoon 
there  whar  they  used  to  sit.  And  IVc  got  letters  frae  some  o'  them 
after  ganging  a  far  away  that  were  just  sae  fu'  o'  kindness  and  gude 
feelin',  and  brocht  back  the  auld  times  sae  keenly,  that  I  micht 
maybe  glance  ower  them,  but  I  could  na  read  them  oot.  Ah,  sir !  a 
teacher  and  an  auld  scholar,  if  they're  baith  richt  at  the  heart,  are 
buckled  close  thegither,  though  the  sea's  atween  them.  At  ony  rate 
that's  my  experience." 

**  See  sir,"  he  continued,  holding  out  a  point  of  doer's  horn, 
"  there's  a'  I  hae  o'  a  remembrance  o'  ane  that's  in  Canada,  a  pros- 
perous man  noo,  wi'  a  great  farm  o'  his  ain.  While  he  was  at  the 
Bchule  here,  he  saw  me  making  holes  wider  wi'  a  bit  pointed  stick, 
and  he  thocht  this  bit  horn  wud  do't  better  —  and  he  wasna  far 
wrang  —  and  he  gied  it  to  me.  Weel,  he  cam  back  years  and  years 
after,  and  I  didna  ken  him  at  first.  He  had  grown  up  frae  %eing 
a  bairn  no  muckle  bigger  than  my  knee  to  be  a  buirdly  chield.  I 
made  oot  wha  he  was,  and  as  I  was  workin'  and  talkin  to  him,  I  had 
occasion  to  use  this  bit  horn.  *  Gude  hae  me,'  says  he,  ^  hae  ye  that 
yet  ? '  *  Ay, '  said  I,  *  and  I'll  keep  it  as  lang  as  I  hae  a  hole  to 
bore!'" 

Returning  to  the  subject  of  teaching,  I  said — "How  do  you 
manage  after  they  have  got  the  alphabet,  and  what  books  do  you  use  ?  " 
"  Weel,  I  begin  them  wi'  wee  penny  bookies,  but  its  no  lang  till 
they  can  mak'  something  o'  the  Testament,  and  when  they  can  do 
that,  I  choose  easy  bits  oot  o'  baith  the  Auld  and  New  Testaments, 
that  teach  us  our  duty  to  God  and  man.  I  dinna  say  that  it's  maybe 
the  best  lesson-book,  but  it's  a  book  they  a'  hae,  and  ane  they  should 
a'  read,  whether  they  hae  ithcr  books  or  no.  They  hae  '  collections  ' 
too,  and  I  get  them  pamphlets  and  story  books,  and  when  I  see  them 
gettin'  tired  o'  their  lessons,  and  beginning  to  tak'  a  look  aboot  the 
house,  I  bid  them  put  by  their  ^  collection,'  and  tak'  their  pamphlets 
and  story  books.     Ye  ken'  bairns  maun  like  their  books." 

Well  said  again  !  "  Bairns  maun  like  their  books  "  —  a  necessity 
far  from  universally  recognized  either  by  teachers  or  the  makers  of 
school  books.  Many  a  healthy  plant  has  been  killed  by  being  trans- 
planted into  an  ungei^ial  soil  and  kept  there,  and  many  a  promising 
school  career  has  been  marred  qr  cut  short  by  books  that  "  bairns 
couldna  like." 


144  LesBonis  fnym  a  Shoemakers  Stool. 

"  You  teach  writing,  arithmetic  and  geography  too,  I  suppose, 
]\Ir.  IJeattic  V 

"  I  try  to  teach  writin'  and  geography,  hut  ye^ll  believe  that 
my  writings  naething  to  brag  o',  when  I  tell  ye  that  I  learnt  it  a^ 
mysel';  ay,  and  when  I  began  to  mak'  figures,  I  had  to  tak  doou 
the  Testament,  and  look  at  the  tenth  verse,  to  sec  whether  the  0  or 
the  1  cam'  first  in  10.  I  can  learn  them  to  write  a  letter  that  can 
be  read,  and,  ye  ken'  country  folk's  no  very  particular  aboot  its 
being  like  copperplate.  Spellin's  the  main  thing.  It  doesna  mak' 
(matter)  if  a  bairn  can  write  like  a  clerk  if  he  canna  spell.  I  can 
learn  them  geography  far  enough  to  undcrstan'  what  they  read  in 
the  newspapers,  and  if  they  need  mair  o't  than  I  can  gie  them,  and 
hae  a  mind  for't  they  can  learn  it  for  themsels.  I  dinna  teach 
countin'.  Ony  man  in  my  humble  way  can  do  a'  that  on  his  tongue. 
At  onv  rate  I've  aye  been  able.  Besides  I  couldna  teach  them 
counfln'.  It  wud  mak'  sic  an  awfu'  break  in  my  time.  When  my 
ain  grandchildren  hae  got  a'  I  can  gie  them,  I  just  send  them  to 
ither  schules." 

"What  catechism  do  you  teach  ?  "  I  asked. 

"  Ony  ane  they  like  to  bring,"  he  replied.  "I'm  an  Episcopalian 
mysel',  but  I  hae  leeved  lang  enough  to  ken,  and,  indeed,  I  wasna 
very  auld  afore  I  thocht  I  saw  that  a  body's  religious  profession  was 
likely  to  be  the  same  as  his  father's  afore  him;  and  so  I  just  gie 
everybody  the  same  liberty  I  tak'  to  mysel'.  I  hae  established  Kirk 
and  Free  Kirk,  and  Episcopal  bairns,  and  they're  a'  alike  to  me. 
D'ye  no  think  I'm  richt  ?  " 

"  Quite  right,  I  have  no  doubt.  The  three  bodies  you  mention 
have  far  more  points  of  agreement  than  of  diflference,  and  there  is 
enough  of  common  ground  to  enable  you  to  do  your  duty  by  them, 
without  offending  the  mind  of  the  most  sensitive  parent.  I  wish 
your  opinions  were  more  common  than  they  are." 

Daring  the  conversation  the  old  man  worked  while  he  talked.     He 
had  evidently  acquired  the  habit  of  doing  two  things  at  once. 
[To  BE  Continued.] 


Happiness  and  Wisdom — There  is  this  difference  between 
happiness  and  wisdom.  He  that  thinks  himself  the  happiest  man, 
really  is  so;  but  he  that  thinks  himself  the  wisest,  is  generally  the 
greatest  fool. 


JAberia  and  America.  145 


Liberia  and  America. 

At  the  annual  meeting  of  the  National  Teachers'  Association  in 
Harrisburg,  a  notable  feature,  comporting  well  with  the  catholicity 
of  the  proceedings,  was  the  presence  of  Prof.  A.  Crummcll,  a  gradu- 
ate of  Cambridge  (Kng.)  University,  and  President  of  the  College 
in  Liberia,  Africa.  Prof.  Crummell  is  a  negro,  with  no  tinge  of 
white  blood.  He  was  introduced  by  Mr,  Northrop,  of  Mass.,  the 
State  Educational  agent,  and  briefly  addressed  the  Association. 

The  lUtnois  Teacher  says  : 

"  Those  who  heard  the  speech  and  saw  the  professor  will  also 
bear  testimony  to  the  gentlemanly,  dignified,  and  modest  bearing 
that  marked  him.  The  speech  was  extemporaneous, —  there  had 
been  no  time  for  preparation, —  and  it  was  delivered  with  an  ease, 
a  grace,  a  fluency  and  a  modesty  that  would  have  done  credit  to  any 
man  on  the  floor.  Words  seemed  to  fall  from  his  lips  with  a  furce 
and  an  elegance  that  wo  rarely  see  attained.'' 

He  spoke  as  follows  :     « 

THE  BLACK  PROFESSOR'S  SPEECH. 

<*I  thank  you,  sir,  aud  the  gentlemen  of  this  Association,  for  the 
honor  you  have  conferred  upon  me.  I  take  it  as  an  evidence  of 
American  interest  in  the  Republic  of  Liberia,  and  as  a  compliment 
to  the  College  with  which  I  am  connected  in  that  country.  I  need 
not  say,  sir,  how  deeply  interested  I  have  been  in  the  two  reports 
which  have  been  read  this,  afternoon ;  and  in  the  zeal  which  has 
been  manifested  io.  behalf  of  my  brethren  in  your  Southern  States. 
I  am  an  Amerieaa  negro ;  and  I  feel  the  deepest  interest  in  every 
thing  which  pertains  to  the  welfare  of  my  race  in  this  country.  A 
citizen  of  that  iBifant  Republic  which  has  been  planted  by  American 
beneficence  on  the  west  coast  of  Africa,  my  heart  and  all  its  sympa- 
thies still  linger  with  the  deepest  regards  upon  the  welfare  and 
progress  of  my  brethren  who  are  citizens  of  this  nation.  More 
especially  am  I  concerned  just  now  by  the  great  problem  which 
comes  before  you  in,  tihe- elevation  and  enlightenment  of  the  4.000,000 
of  my  brethi'cn  wJu>-  have  just  passed  from  a  state  of  bondage  into 

[Vol.  XY,.  No.  5.]  10 


146  ZAheria  and  America. 

the  condition  of  freedmen.  The  black  population  of  this  country 
have  been  raised  by  a  noble  beneficence  from  a  state  of  degradation 
and  benightedness  to  one  of  manhood  and  citizenship.  The  state 
upon  which  they  have  entered  brings  upon  them  certain  duties  and 
obligations  which  they  will  be  expected  to  meet  and  fulfill.  But  in 
order  to  do  this  they  must  be  trained  and  educated  by  all  the  appli- 
ances which  are  fitted  to  the  creation  of  superior  men.  The  recom- 
mendations which  have  been  suggested  in  the  report  just  read  are 
the  best  and  most  fitting.  Colored  men  are,  without  doubt,  the 
best  agents  for  this  end.  Teachers  raised  up  from  among  them- 
selves— men  who  know  their  minds  —  men  who  have  a  common 
feeling  and  sympathy  with  them  —  these  are  the  men  best  adapted 
to  instruct,  to  elevate,  and  to  lead  them.  And  it  is  only  by  such 
teaching  and  culture  that  the  black  race  in  this  country  will  be 
fitted  for  the  duties  which  now  devolve  upon  them  in  their  new 
relations.  These  people  are  to  be  made  good  citizens.  It  is  only 
by  a  proper  system  of  education  that  they  can  be  made  such  citizens. 
The  race,  now  made  freedmen  among  you,  owes  a  duty  to  this  coun- 
try—  a  duty  which  springs  from  the  great  privileges  which  have 
been  conferred  upon  them.  Some,  perhaps,  would  prefer  to  use  the 
word  *  right'  instead  of  privileges,  and  I  have  no  objection  to  that 
word;  but  I  am  looking  at  the  matter  father  in  the  light  of  the 
divine  mercy  and  goodness.  As  a  consequence  of  receiving  such  a 
large  gift  and  boon  as  freedom,  my  brethren  owe  great  obligations 
to  this  country,  which  can  only  be  met  by  becoming  good,  virtuou's, 
valuable  citizens,  willing  and  able  to  contribute  to  the  good  and 
greatness  of  their  country.  For  this  is  their  home.  Here  they  are 
to  live.  Here  the  masses  will  likely  remain  for  ever.  For  no  rea- 
sonable man  can  suppose  it  possible  to  take  up  four  millions  of  men 
as  you  would  take  up  a  tree — one  of  your  old  oaks  or  an  old  elm, 
stems,  roots,  stones  and  earth  —  tear  it  up  from  the  sod  and  trans- 
plant it  in  Europe  or  Asia.  The  black  race  in  this  country  are  to 
abide,  and  to  meet  the  obligations  which  will  for  ever  fall  upon 
them  in  this  land,  and  to  prove  themselves  worthy  of  the  privilege 
to  which  they  have  been  advanced;  they  need  schools,  instruction, 
letters,  and  training.  But  not  only  do  the  black  race  in  this  coun- 
try owe  duties  to  this  country ;  they  owe  a  great  duty  to  Africa 
likewise.  Their  fathers  were  brought  to  this  country  and  placed  in 
bondage;  and  their  children,  in  subsequent  generations,  notwithi 


The  Ocean.  147 

standing  all  the  evils  they  have  endured,  have  been  enabled  to  seize 
upon  many  of  the  elements  of  your  civilization.  Fourteen  thousand 
of  my  brethren.  American  black  men,  have  left  this  country  and 
carried  with  them  American  law,  American  lircrature  and  letters, 
American  civilization,  American  Christianity,  and  reproduced  them 
in  the  land  of  their  forefathers.  We  have  gone  out  as  emigrants 
from  this  republic  to  the  shores  of  heathen  Africa,  and  re-created 
these  free  institutions  and  a  nation  modeled  after  your  own. 

"Sir,  I  might  stand  here  and  speak  of  wrongs  and  injuries,  and 
distresses  and  agonies,  but  I  prefer  rather  to  dwell  upon  those  ad- 
justments and  compensations  which  have  been  graciously  evolved 
out  of  Divine  Providence ;  and  which  have  fitted  them  to  a  great 
work  for  good,  not  only  here  in  this  country,  but  likewise  in  Africa- 
The  black  race  in  this  country,  as  they  increase  in  intelligence,  will 
have  to  think  of  Africa;  will  have  to  contemplate  the  sad  condition 
of  that  vast  continent;  will  have  to  consider  their  relation  to  the 
people  of  Africa;  must  per  force  do  something  for  Africa.  And 
thus  it  will  be  that,  while  you  are  educating  my  brethren  for  their 
duties  in  America,  you  will  be  benefiting  Africa.  The  black  men 
in  Ainerica  are  an  agency  in  the  hands  of  the  American  people,  by 
whom  they  are  enabled  to  touch  two  continents  with  benignant  influ- 
ences. For  not  only  through  them  will  they  be  shedding  intelligence 
and  enlightenment  abroad  through  this  country,  but  they  will  also 
in  this  manner  raise  up  a  class  of  men  as  teachers  and  missionaries, 
who  will  carry  the  gospel  and  letters  to  the  land  of  their  forefathers ; 
and  thus  the  American  people  will  be  enabled  to  enlighten  and 
vivify  with  the  influence  of  Christianity  the  vast  continent  of 
Africa." 


The  Oc  an. 

The  whole  globe  is  none  too  large  for  the  dwelling  place  of  man- 
kind. While  animals  are  confined  to  certain  zones  or  meridians 
man  claims  for  his  residence  and  harvest-field  no  less  than  all  the 
surface  of  the  worM.  Now  it  is  somewhat  remarkable,  that  in 
teaching  children,  many  virtually  deny  this  ennobling  distinction, 
and,  by  their  instruction,  intimate  that  man  ought  to  be  pent  up  in 
that  same  scanty  area  not  at  present  covered  by  the  ocean.  It  is 
not,  indeed,  a  slander  to  affirm,  that  a  geography  is  an  imposture, 
if,  purporting  to  be  a  description  of  the   surface  of  the  earth,  it 


148  The  Ocean. 

turn  out  to  be  only  a  description  of  certain  fragments  of  the  surface 
while  no  description  at  all  is  given  of  that  larger  portion,  which, 
from  day  to  day,  is  renewing  to  us  all  the  benefits  of  climate  and 
healthful  atmosphere.  In  fact,  the  water  seems  to  be  considered 
merely  as  a  good  means  of  getting  about  among  the  continents  and 
islands,  which  is  about  as  if  one  should  say  that  the  ellipse  is  chiefly 
of  use  in  puzzling  the  student  of  the  "  conic  sections,"  passing  by 
the  fact  that  it  stands  the  model  of  the  planetary  orbits.  In  taking 
our  scholars  a  journey  on  the  map,  we  have  many  things  to  tell 
them  concerning  the  regions  we  visit ;  but,  being  smitten  with 
silence  as  soon  as  we  get  in  sight  of  the  sea,  do  not  regain  our  for- 
mer loquacity  until  land  is  reached.  A  body  of  water  big  enough 
to  swallow  several  Americas  we  probably  dismiss  in  this  sort  of  a 
sentence  :  "  Having  crossed  the  Pacific  Ocean  we  come  to  China;" 
and  once  within  that  unhealthy  empire,  it  is  likely  enough  that  we 
may  find  time  to  speak  of  the  Ming  dynasty,  or  tell  a  story  of 
Timour  or  Confucius. 

How  much,  let  us  ask,  does  a  tolerably  bright  class  in  Warren's 
Intermediate  Geography  know  about  three  quarters  of  the  earth's 
surface  ?  Though  it  may  be  aware  that  the  oceans  are  bodies  of 
salt  water  containing  whales,  it  is  doubtless  ignorant  of  other  as 
plain  facts,  such  as  that  great  quantities  of  vegetation  grow  upon 
them,  and  that  myriads  of  birds  hover  over  them.  Still  less  would 
the  class  probably  tell  of  the  winds  that  never  wander  beyond  the 
tropics,  or  of  the  river  that  rises  in  the  Gulf  of  Mexico.  Keeping 
in  mind  the  highest  object  of  education,  I  can  not  see  why  it  is  not 
as  well  to  study  fronds  of  kelp,  as  those  of  a  land  plant;  or  to  fol- 
low the  course  of  the  equatorial  drift  three  thousand  miles  across, 
as  of  some  obscure  river  in  Tartary.  Surely,  the  evolution  of  cur- 
rents, and  the  tides,  and  the  trade  winds,  and  the  Sargasso  Sea,  are 
more  suggestive  of  a  kind  providence,  than  to  learn  the  cause  of  the 
Peloponnesian  war,  the  number  slain  in  Braddock's  defeat,  or 
wheter  Hannibal  really  did  split  rocks  with  vinegar  when  he  crossed 
the  Alps. 

More  than  the  reader  may  at  first  imagine  can  be  urged  in  favor 
of  the  statement  that  we  have  exhausted  the  land.  We  have  de- 
scribed its  configuration,  its  rivers,  its  mountains  and  its  plains ; 
have  told  of  its  inhabitants  and  their  customs,  the  forefathers  of 
these  and  their  customs ;  narrated  all  the  wars  that  have  happened, 
besides  several  very  bloody  ones  that  we  suspect  never  did  happep  ; 


The  Wind  as  a  Musician.  149 

and,  moreover^  have  on  hand  a  rich  assortment  of  false  religions  and 
exploded  philosophies.  Then,  having  been  thus  regardful  of  the 
countries  on  top,  we  descend  into  their  bowels,  and  presently  emerge 
with  a  parcel  of  unutterable  names,  with  which  to  scatter  the  wits 
of  our  pupils :  meanwhile,  the  ocean  (without  which  we  could  not 
live  a  day)  is  scarcely  noticed  by  any,  unless  a  sailor,  or  a  merchant 
hurrying  from  dry  land  to  dry  land,  or  a  few  sick  men,  thinking 
only  of  their  aches  and  coughs. 

It  is  the  fashion,  I  know,  to  laugh  at  the  sea.  N.  P.  Willis  says 
it  is  tiresome,  and  Henry  Ward  Beecher,  likewise,  does  not  think 
it  beneath  him  to  get  up  little  jokes  against  it.  A  good  teacher, 
nevertheless,  soon  sees  through  all  these  witticisms,  and  will  take 
pains  to  explain  to  his  classes,  that  it  is  only  the  map-maker  who 
paints  the  sea  as  an  irregular  patch  of  vacancy.  For  God  has  not 
only  made  it  the  fountain  of  comfort,  with  its  incessant  streams  of 
refreshment  for  the  land,  but  He  has  also  here  established  the  king- 
doms of  animals  and  plants,  and  filled  it  with  other  marvels,  which 
would  preach  powerfully  of  His  goodness,  if  we  would  only  listen. 

Sonoma,  in  California  Teacher, 


The  Wind  as  a  Musician. 


The  wind  is  a  musician  by  birth.  We  extend  a  silken  thread  in 
the  crevices  of  a  window,  and  the  wind  finds  it  and  sings  over  it, 
and  goes  up  and  down  the  scale  upon  it  and  poor  Paganini  must  go 
somewhere  else  for  honor,  for  lo !  the  wind  is  performing  upon  a 
single  string.  It  tries  almost  anything  on  earth  to  see  if  there  is 
music  in  it:  it  persuades  a  tone  out  of  the  great  bell  in  the  tower, 
when  the  sexton  is  at  home  and  asleep ;  it  makes  a  mournful  harp 
of  the  giant  pines,  and  it  does  not  disdain  to  try  what  sort  of  a 
whistle  can  be  made  out  of  the  humblest  chimney  in  the  world. 
How  it  will  play  upon  a  tree  until  every  leaf  thrills  with  the  note 
in  it,  and  the  wind  up  the  river  that  runs  at  its  base  in  a  sort  of 
murmuring  accompaniment !  And  what  a  melody  it  sings  when  it 
gives  a  concert  with  a  full  choir  of  the  waves  of  the  sea,  and  per- 
forms an  anthem  between  the  two  worlds,  that  goes  up,  perhaps,  to 
the  stars,  which  love  music  the  most  and  sung  it  the  first.  Then, 
how  fondly  it  haunts  old  houses;  mourning  under  eaves  ;  singing 
in  the  halls,  opening  the  old  doors  without  fingers,  and  singing  a 
measure  of  some  sad  old  song  around  the  fireless  and  deserted 
hearths.  —  California  Teacher. 


Resident  Editor's  Department. 


MISCELLANY, 

The  Teacher  and  Greenbacks  —  Special  Notice. —  We  presume  our 
readers  have  expected  month  by  month,  for  four  years,  the  announcement 
we  have  to  make  herewith.  Herafter  the  subscription  price  of  the  Teacher 
will  be  one  dollar  and  fifty  cents  a  year.  We  have  borne  the  burden  of  its 
publication  at  the  most  exorbitant  rates  which  hare  ruled  for  the  two  or 
three  years  last  past,  in  hope  that  the  day  of  high  prices  for  material  and 
labor  would  pass  by.  But,  on  the  contrary,  since  the  commencement  of 
the  present  yolume,  paper  has  advanced  more  than  30  per  cent,  and  is  now 
nearly  three  times  as  high  as  before  the  war.  Labor  also  has  correspond- 
ingly advanced.  But  we  need  only  say  that  a  paper  in  the  style  of  the 
Teacher  can't  be  published  in  this  year  of  grace,  186C,  for  one  dollar. 

We  solicit  the  cooperation  of  all  teachers,  school  officers  and  friends  of 
education,  to  increase  the  circulation  and  usefulness  of  this  organ  of  the 
teachers  of  the  state. 

Agents  wanted  in  every  town.     See  second  page  of  cover. 

Teachers'  Institutes. — During  the  year  1865,  institutes  were  held  in 
fifty-four  counties  (sixty-three  sessions),  with  an  aggregate  attendance  of 
8,887  teachers.  The  whole  number  of  days'  attendance,  was  68,718.  The 
largest  number  of  teachers  enrolled  was  in  Chautauqua  county,  487.  Herki- 
mer had  812;  Wyoming,  290;  St.  Lawrence,  262;  Genesee,  232;  Monroe 
840  :  Broome,  213;  Oneida,  222  ;  Delaware,  290 ;  Livingston,.  272.  The  In- 
stitute in  Livingston  county  was  held  for  six  weekn.  Commissioner  Lang 
of  Tioga  county  held  two  sessions  of  two  weeks  each.  The  average  at- 
tendance has  been  good,  and  it  is  believed  that  the  Institutes  have  been 
more  thoroughly  organized  and  more  efficiently  instructed  than  in  any 
former  year.  Full  returns  by  counties  will  appear  in  our  next  number, 
in  the  annual  report  of  the  Superintendent  of  Public  Instruction. 

It  is  the  purpose  of  the  Superintendent  to  systematize  the  institute  work 
more  thoroughly,  and  during  the  coming  year,  to  put  into  the  field  a  corps 
of  thoroughly  qualified  instructors,  to  be  employed  regularly  for  the 
greater  part  of  the  year.  The  value  of  this  agency  for  the  training  of 
teachers  is  amply  vindicated,  and  its  necessity  is  apparent  to  all  friends  of 
education. 

Vassar  Female  College,  at  Poughkeepsie  is  now  in  full  operation, 


Resident  Editor's  Department.        '        151 

with  a  President,  Dr.  Kobert  H.  Kaymond,  nine  professors,  with  several 
assistants,  and  nearly  400  pupils.  The  course  of  study  is  thorough,  and 
after  the  most  approved  plan.  The  building  is  500  feet  front,  with  a 
depth  of  171  feet  in  centre,  and  165  in  the  wings.  The  chapel  will  seat 
500.  There  are  rooms  for  400  pupils,  art  gallery,  professors'  rooms,  chapel, 
etc.     A  gymnasium  is  in  process  of  erection. 

The  Public  ScnooiiS  in  the  United  States  number  about  60,000,  of 
which  more  than  one  sixth  are  in  the  State  of  New  York. 

The  Homestead  or  Henry  Clat  was  sold  the  12th  of  January  ultimo, 
to  the  Regents  of  the  University  of  Kentucky  for  $90,000.  The  farm 
consists  of  325  acres,  and  is  to  be  used  for  the  State  agricultural  college. 

Java. — It  is  asserted  that  a  photographer,  who  has  been  employed  by  the 
Dutch  Government  to  take  views  of  the  most  beautiful  points  on  the  island 
of  Java,  has  discovered  the  ruins  of  an  entire  city  buried  beneath  the  lava 
of  a  volcano  close  by,  which  has  been  extinct  for  several  centuries. 

A  New  Color,  called  << green  cinnabar,''  is  stated,  by  a  foreign  contem- 
porary, to  be  prepared  in  the  following  manner: — Prussian  blue  is  dis- 
solved in  oxalic  acid,  chromate  of  potash  is  added  to  this  solution,  which  is 
then  precipitated  with   acetate  of  lead.     The  precipitate,  well  washed,  / 

dried  and  levigated,  gives  a  beautiful  green  powder.  By  varying  the 
proportions  of  the  three  solutions,  various  shades  of  green  may  be  procured. 
Chloride  of  barium,  or  nitrate  of  bismuth,  may  be  used  in  place  of  sugar  of 
lead. 

SoMETHiNQ  GooL.— The  following  anecdote  is  told  of  Daniel  0*Connell: 
Meeting  a  prolific  pamphleteer,  whose  productions  generally  found  their 
way  to  the  butterman,  he  said,  "I  saw  something  very  good  in  your  pam- 
phlet this  morning."  "Ah!"  replied  the  gratified  writer,  "what  was  it?*' 
*'A  pound  of  butter,"  was  the  reply. 

Logical  Paradox.— Epimenides  said  *MW  Cretans  are./tar«.*' 

Now  Epimenides  was  himielf  a  Cretan,  therefore  Epimenides  was  a  liar^ 

But,  if  he  was  a  /wr,  then  the  Cretans  were  not  liars. 

Now,  if  the  Cretans  were  no4  liars  Epiminedes  was  not  a  liar. 

But  if  he  was  not  a  liar,  the  Cretans  were  liars. 

BsroRM. —  As  the  world  was  made  so  it  must  be  subdued,  not  by  matter 
clawing  at  matter,  but  by  the  calm  dominion  of  spirit  over  matter.  Until 
intellect  percolates  the  soil,  the  soil  will  not  yield  its  hidden  hoards.  We 
shall  have  effort,  struggle,  wear  and  weariness,  but  no  victory.  It  is  the 
strife  of  clod  with  clod. — Oail  HamUtor,, 

Teachers'  Licenses. —  While  attending  the  Monroe  County  Teachers* 
Institute  last  autumn,  we  were  present  o^  some  of  Commissioner  Tozier's 
examinations,  conducted  mostly  in  writing,  and  carried  away  with  us  not 


162  Resident  Editor's  Department. 

only  suggest ivo  hints,  but  a  copy  of  the  blank  of  his  report  rendered  to 
each  teacher  of  his  standing  in  each  of  the  following  particulars:  Reading, 
arithmetic,  geography,  grammar,  orthography,  algebra,  penmanship, 
general  information,  ability.  The  slip  of  paper  handed  to  each  applicant 
closed  with  the  following  counsel: 

Above  is  a  statement  of  the  per  cent,  of  your  standing  in  each  branch 
of  study  in  which  you  have  been  examined.  By  it  you  will  learn  wherein 
you  are  most  deficient,  and  what  you  most  need  to  review,  in  order  to  fit 
yourself  more  perfectly  for  the  great  work  of  teaching. 

I  wish  to  urge  upon  you  the  duty  of  constantly  advancing  in  general 
culture.     This  can  be  done  only  by  determined  and  persistent  effort. 

No  teacher  is  worthy  of  the  name,  who  is  satisfied  with  present  attain- 
ments, and  whose  labors  for  self-culture  cease  the  moment  an  examination^ 
is  successfully  passed.  It  would  be  welUto  adopt  and  follow  some  system- 
atic plan  of  study. 

I  would  also  urge  you  while  teaching  to  review  critically  previous  to 
each  day's  session,  the  lessons  of  the  day.  This  will  enable  yon  to  be 
more  prompt  in  the  school  room,  and  will  prevent  your  forgetting  any 
special  subject  that  should  be  discussed  during  class  exercise. 

Let  me  further  advit^e  that  you  read  most  thoroughly  one  or  all  oi  the 
following  works: — Wickersham's  Methods  of  Instruction;  AVickef sham's 
School  Economy ;  Page's  Theory  of  Teaching ;  Holbrook'4  Normal 
Methods  ;  and  Northend's  Teacher  and  Parent ; —  and  also  thst  you  take 
some  educational  journal. 

By  all  means,  when  possible,  attend  Teachers'  Institute*^,  Associations, 
and  other  gatherings  where  the  subject  of  education  is  presented^and  dis- 
cussed. 

It  is  possible  for  persons  to  be  well  qualified  in  scholarship  and  yet 
utterly  fail  as  teachers. 

Education  alone  is  not  sufficient ;  for  if  teachers  lack />rmci)>/«;  if  they 
lack  self-rfspeetf  self-cnntrol,  sflf-rrliance,  decision,  ^stem,  (actf  earnestness, 
or  ENERGY  ;  if  they  fail  to  have  some  appreciption  of  the  nobility  and 
worth  of  their  work,  then  they  are  out  of  tbeir  place,  and  the  quicker  they 
retire,  the  better  for  the  cause. 

In  a  word,  if  you  desire  to  advance  the  profession  of  teaching,  you 
must  honor  it  by  your  educational  skill,  aid  ennoble  it  b3'  -your  personal 
character. 

In  granting  you  a  certificate,  I  have  expressed  my  confidence  in  your 
ability  as  a  teacher.  It  is  my  earnest  hope  that  your  school  jmay  prosper; 
and  to  further  this  end  I  shall  gladly  assist  to  the  extent  of  my  power. 

The  Connecticut  Common  Schoo*  Journal  commences  a  new  volume 
(vol.  xiii),  with  the  number  for  January.  Hon.  D.  N.  Camp,  late  state 
superintendent,  is  editor.  He  succeeds  Mr.  Charles  Northend.  The  Jour- 
nal is  full  of  good  things  ;  and  Mr.  Camp's  long  experience  as  a  practical  ed- 
ucator will  enable  him  to  make  it  valuable. 


Resident  Editors  Department.  153 

CoNCBRKiKo  Hoops.  —  However  much  opposition  an  article  of  dress  may 
have  met,  when  first  brought  into  notice,  let  it  once  be  established  as  a 
necessity,  and  every  one  of  course  desires  to  "get  the  best.*'  Our  lady 
friends  insist  that  Bradley  is  the  prince  of  *'  Ingins" — can  beat  any  other 
man  on  "  (w)hoops."  The  dupcx  elliptical  spring  skirt  is  deservedly 
popular,  and  for  lightness,  elasticity  and  durability  and  ease  in  **  manag- 
ing "  takes  the  lead. 


TUE  QUERY  BOX. 


Query  1.    What  are  the  ''Seven  Wonders  of  the  World  V 
The  Seven  Wonders  of  the  world  is  a  name  given  to  the  following  re- 
markable objects  of  the  old  time : 

1.  The  pyramids  of  Egypt,  of  which  the  largest,  the  "  Great  Pyramid," 
near  Gizeh,  was  764  feet  square  at  the  base,  and  408  feet  in  vertical  height, 
containing  89,028,000  cubic  feet  of  stone  ; 

2.  The  Pharos  of  Alexandria,  a  famous  lighthouse  built  by  Ptolmey 
•Fhiladelphus,  opposite  Alexandria,  300  years  B.  C.  The  hight  was 
about  550  feet.  It  stood  for  1,600  years,  and  is  supposed  to  have  been 
destroyed  b^in  earthquake ; 

3.  The  walls  and  hanging  gardens  of  Babylon  ; 

4.  The  temple  of  Diana  at  Ephesus  ; 

5.  The  statue  of  the  Olympian  Jupiter  ; 

7.  The  Mausoleum  of  Artemisia  at  Halicarnassus,  erected  over  the  re- 
mains of  King  Mausolus,  353  years  B.  C. —  one  of  the  most  gorgeous  struo - 
tares  ever  built,  and  which  was  still  standing  in  the  12th  century.  (See 
Appleton's  Cylopsedia,  art.  IlalicarnatsuB  ) ; 

8.  The  Colossus  of  Rhodes,  a  brazen  Statue  of  Apollo  erected  by  the 
citizens  in  gratitude  for  the  service  of  Ptolemy  Soter,  King  of  Egypt,  by 
whose  aid  they  repulsed  the  King  of  Macedon.  It  was  70  cubits  high, 
and  occupied  12  years  in  building. 

Qc.  II.  If  the  piston-rod  connects  midway  between  the  center  and  circum- 
fernce  of  the  driving  wheel  of  a  locomotive,  what  figure  is  described  by 
the  connecting  point  when  the  engine  is  running  30  miles  per  hour  on 
a  level  rail;  and  has  this  point  a  uniform  velocity  ? 

Qr.  III.  A  man  six  feet  high  wishes  to  know  how  much  farther  his  head 
moves  than  his  feet  during  a  complete  revolution  of  the  Earth,  if  he  stands 
■erect  and  stationary  during  the  requisite  time? 

Qu.  IV.  If  a  man  were  standing  at  the  North  pole,  where  it  is  full  moon 
on  the  24th  of  May,  where  would  the  moon  first  appear  to  him,  what  would 
be  its  direction  from  him,  and  what  would  be  its  apparent  motion? 

Qu.  V.  At  the  bombardment  of  Fort  Fisher,  the  Ironside*  yt as  1,000  yards 
f^om  the  fort.  If  her  projectiles  had  an  initial  velocity  of  1,200  ft.  per 
lecond,  at  what  angle  must  they  have  been  discharged  in  order  to  have 


154  Resident  Editor^a  Department 

hit  a  mark  on  the  fort  20  feet  above  the  horizontal  plane  of  the  gun's  axis  ? 
Supposing  its  balls  to  be  15  inches  in  diameter,  what  Telocity  would  they 
have  at  the  middle  point  and  at  the  end  of  their  path  ? 

Qu.  VI.  What  is  the  mechanical  effect  produced  by  the  evaporation  of  a 
cubic  inch  of  water  at  50®  Fah.? 

Qu.  VII.  How  shall  we  explain  the  equality  of  ratios  expressed  in  the 
proportion,  2  :  —  2  :  : — 2  ;2  ? 


PERSONAL, 

Pbof.  a.  S.  Welch  of  the  Michigan  Normal  School  has  resigned  his 
position,  on  account  of  failing  health,  to  engage  in  the  lumber  trade  in 
Florida.  Hon.  J.  M.  Gregory,  late  Superintendent  of  Public  Instruction, 
has  been  elected  to  succeed  him. 

J.  M.  B.  Sill  has  resigned  the  oflBce  of  Superintendent  of  Schools  in 
Detroit,  and  has  established  a  seminary  for  young  ladies  in  that  city. 

James  H.  Hoosb,  now  of  Lima,  has  accepted  the  principalshijibf  one  of  the 
Oswego  Senior  Schools,  and  is  also  to  have  charge  of  a  department  in  the 
Training  School. 

Pbof.  James  J.  Mapes.  —  In  the  recent  decease  of  this  eminent  man 
practical  science  has  lost  one  of  its  most  faithful  disciples ;  yet  the  labor 
of  his  life  will  be  felt  in  the  improved  conditions  of  living  for  generations 
to  come.  He  was  born  in  New  York,  and  died  on  the  10th  of  January, 
186G,  in  the  60th  year  of  his  age.  For  the  last  17  years  he  had  been  culti- 
vating a  model  farm  in  New  Jersey,  with  most  triumphant  success.  A 
barren  sand  plain  in  1848,  it  is  said,  under  his  scientific  culture,  to  have 
yielded  recently  an  annual  revenue  of  $20,000. 

John  S.  Fosdick,  for  many  years  principal  of  one  of  the  Buffalo  public 
Schools,  has  been  elected  Superintendent  of  Schools  of  that  city,  and 
entered  upon  his  duties  the  1st  of  January. 

J.  W.  Barker,  is  teaching  a  Union  School  at  Lancaster,  £rie  county. 

Geoboe  Beck,  for  several  years  teacher  of  the  Natural  Sciences  in 
Lookport  Union  school,  resigned  at  the  opening  of  the  fall  term,  to  take 
charge  of  a  grammar  school  in  Cleveland,  0.,  at  a  salary  of  $1,200. 

Geoboe  W.  F.  Buck,  formerly  of  Rushford  •  Academy,  succeeds  Mr. 
Beck  in  the  Lockj>ort  school. 

Rev.  G.  W.  Pobteb,  for  several  years  principal  of  the  junior  depart- 
ment of  the  Union  School  at  Lockport,  has  resigned  his  connection  there- 
with, to  take  effect  at  the  close  of  the  present  term. 

AsHEB  B.  EvAKs,  for  some  time  at  Nunda  and  Penfield,  has  taken 
charge  of  the  Wilson  Collegiate  Institute,  in  Niagara  county. 


Besident  Editor^ a  Department.  155 

Eev.  John  W.  Armstbono,  well  known  to  many  of  our  readers  as  a  ripe 
scholar,  and  genial  and  suoceesful  Institute  instructor,  has  been  appointed 
professor  of  Natural  Science  in  the  Oswego  Normal  School. 


INTELLIOENCE.  —  HOME. 

Columbia  County. —  We  have  received  a  neatly  printed  pamphlet  con- 
taining a  report  of  the  proceedings  of  the  annual  Teachers'  Institute  held 
in  this  county,  under  the  direction  of  Commissioners  Reynolds  and  Woodin. 
Mrs.  H.  B.  Hewes  of  Albany,  formerly  a  teacher  in '  the  State  Normal 
School,  was  present  during  the  entire  session,  and  had  principal  charge  of 
the  literary  exercises.  She  gave  special  attention  to  reading  and  mental 
arithmetic.  Occasional  exercises  in  different  branches  were  conducted  by 
H.  K.  Smith  of  Taghkanic,  Rev.  Wm.  Isaac  Loomis  of  Martindale,  Charles 
8.  Davenport,  S.  D.  Barr,  Dcp.  Supt.,  Albany,  Miss  McElroy,  Prof.  A. 
Flack,  George  Card,  A.  L.  Bailey,  Miss  Alzina  P.  Bruce,  M.  P.  Cavert  of 
Albany.  Evening  addresses  were  delivered  by  S.  D.  Barr,  J.  H.  French, 
M.  P.  Cavert,  Prof.  A.  Flack,  Com.  Woodin,  Rev.  Mr.  Loomis,  Rev.  Wm. 
Ostrander,  Dr.  W.  H.  Bligbton,  Rev.  M.  R.  Lent,  Rev.  P.  Felts,  Martin  H. 
Dorr,  Esq.     The  session  closed  with  a  literary  and  social  festival. 

CoBTLAND  County  —  We  received  the  official  report  of  the  Institute  held 
in  this  county  too  late  for  notice  (Dec.  27)  in  our  last  issue,  and  brief  ref- 
erence must  now  suffice.     The  session  of  two  weeks  was  held  at  Cortland 
village,  commencing  Oct.  10.     *'  Commissioners  Whitmore  and  Pierc^,  by 
their  affability  and  zeal  in  in  the  cause  of  education,  proved  themselves 
worthy  of  the  exalted  positions  which  they  hold.''     Class  exercises   were 
conducted  daily,  as  follows ;  orthography  —  Prof.  C.  W.  Sanders ;  reading 
—Prof.  Beach,  of  the  academy;  grammar  —  Prof.  S.  W.  Clark;  geography 
—Prof.    Dodd;     written    arithmetic — Commissioner  Whitmore;    mental 
arithmetic — Prof.  Beach.     The  evening  exercises  consisted  of  the  discus- 
sion of  practical  questions  (in  which  leading  citizens  heartily  joined),  and 
of  lectures  by  the  following  gentlemen:  Professors  Sanders,  Clark,  Beach, 
Ttrbell,  Dodd,  Park,  Sandford,  Reverends  Torrey  and  Beman  and  Dr.  T. 
.  S.  Lambert.     The  best  feeling  and  most  intense  interest  prevailed.     There 
were  180  teachers  in  attendance.     The  exercises  closed  with  a  genial  liter- 
ary, musical  and   social  festival,  at  which  appropriate  resolutions   were 
adopted. 

St.  Lawbencb  County. —  A  most  interesting  session  of  the  Teachers'  As- 
«ociation  was  held  at  Lawrenceville,  Dec,  27,  28  and  29,  1866.  Report  of 
proceedings  in  our  next. 

Hamilton  Collsoe. — The  annual  catalogue  of  this  institution  for  1865-6 
gives  the  names  of  51  Seniors,  42  Juniors,  50  Sophomores,  50  Freshmen  — 
ia  all  198. 


156  Resident  Editor's  Department. 

The  following  Asteroids  were  first  discovered  at  the  Hamilton  College 
Observatory : 
Feronia,  No.  72,  May  29,  1861.     Eubydice,  No.  75,  September  22,  1862. 
Friqga,  No.  77,  November  12,  1862.     To,  No.  86,  September  19,  1866. 
We  copy  a  list  of  the  prizes  established  in  this  college. 

1.  The  interest  of  a  prize  fund  of  $700,  founded  by  Charles  C.  Kingsley, 
Esq.,  of  Utica,  will  be  awarded  in  the  form  of  valuable  books  to  the  two 
students  in  each  of  the  three  lower  classes  who  excel  in  Elocution  ;  valuable 
books  will  also  be  given  to  the  two  in  each  class  who  excel  in  English  Com* 
position. 

2.  The  interest  of  a  Prize  Fund  of  $500,  founded  by  the  late  Hon.  Aaron 
Clark,  of  New  York,  will  be  given,  in  one  prize,  to  the  student  of  the  Senior 
Class  who  excels  in  Oratory. 

8.  The  interest  of  a  Prize  Fund  of  $500,  founded  by  Hon.  J.  V.  L.  Pniyn, 
LL.D.,  of  Albany,  Chancellor  of  the  University  of  the  state  of  New  York, 
will  be  given  in  a  gold  medal,  to  any  student  of  the  Senior  Class,  except 
the  successful  competitor  for  the  head  prize,  who  shall  write  the  best 
oration  on  "The  Duties  of  the  Educated  Young  Men  of  New  York  to  their 
own  Institutions  of  Learning.'' 

4.  The  interest  of  a  Prize  Fund  of  $500,  founded  by  Franklin  H.  Head, 
Esq.,  of  Kenosha,  Wis.,  will  be  given  to  the  student  of  the  Senior  Class, 
who  will  write  the  best  oration  on  <<  Alexander  Hamilton  as  an  Expounder 
of  the  Constitution."  ^ 

6.  The  interest  of  a  Prize  Fund  of  $500,  founded  by  the  late  Hon. 
George  Underwood,  of  Auburn,  will  be  given  in  two  prizes,  to  members  of 
the  Senior  Class  who  excel  in  ChemUtry. 

6.  The  interest  of  a  Prize  Fund  of  $600,  founded  by  Horace  D.  Kellogg, 
Esq.,  of  Bridgewater,  will  be  given,  in  two  prizes,  to  members  of  the  Junior 
Class,  who  excel  in  Classical  Siudies. 

7.  The  interest  of  a  Prize  Fund  of  $600,  founded  by  Martin  Hawley, 
Esq.,  of  Baltimore,  Md.,  will  be  given,  in  silver  medals,  to  members  of  the 
Junior  Class  who  excel  in  Classical  Sludies. 

8.  Two  prizes  will  be  given  to  members  of  the  Sophomore  Class  who 
excel  in  Mathematics. 

9.  At  the  close  of  the  collegiate  year  1860-67,  the  interest  of  a  prize 
Fund  of  $1,500,  founded  by  Charles  C.  Kingsley,  Esq.,  of  Utica,  will  be 
given  in  two  prizes,  to  members  of  the  Senior  Class  who  excel  in  Extern- 
poraneous  Speaking. 

Genesss  County  Teachers'  Assooiation. —  A  meeting  of  this  body  was 
held  at  the  Union  School  House  in  this  village  on  Saturday,  December  80. 
After  the  address  of  the  president,  the  following  officers  were  chosen  for 
the  coming  year,  viz:  — President,  N.  P.  Wright,  Batavia;  13  Vice-Presi- 
dents; Secretary,  Miss  Mary  D.  Tyrrell;  Treasurer,  M.  A.  Williams.  Exec- 
utive Committee,  viz: — D.  C.  Rumsey,  Chairman  ;  J,  D.  Schiller,  Miss 


Reddent  Editor's  Department.  157 

Mary  £.  Cook,  Miss  Grimes  and  Miss  Alice  Benham.  A.  J.  Rumsey  recited 
the  spirited  poem'*  Sheridan's  Ride/'  in  a  manner  that  reflected  great 
credit  upon  himself.  Essays  were  read  by  Miss  Mary  E.  Cook,  Miss 
Grimes,  Mr.  Arthur  Collony,  Mr.  John  G.  Johnson,  Mr.  F.  A.  Baker. — 
All  of  these  essays  were  highly  creditable  to  the  heart  and  mind  of  the 
writers,  and  were  listened  to  with  interest  by  all  present.  Mr.  Atchinson 
delivered  a  declamation,  subject,  **  Water,'*  which  was  very  interesting. 
Com.  D.  C.  Rumsey  presented  several  matters  of  interest.  His  report, 
financial  and  statistical,  of  the  conditions  of  the  schools  of  this  county  for 
the  years  1864-65,  was  highly  instructive.  Prof.  N.  F.  Wright  contrib- 
uted much  to  the  interest  of  the  Association  by  giving  portions  of  his 
experience  as  a  teacher.  We  are  inclined  to  think  no  assemblage  of 
teachers  would  be  complete  without  him.  About  sixty  teachers  were  in 
.  attendance.  Several  new  members  were  received,  among  whom  was  Mr.  J 
F.  Stutterd,  who  cordially  responded  to  the  call  from  the  President  for 
some  remarks.  The  day  was  pleasantly  and  profitably  spent.  It  is  only 
to  be  regretted  that  the  session  was  so  short. 

Mart  D.  Ttrbsll,  Secretary. 


INTELLIGENCE.--'  FOREIGN. 


CoNiCECTiciTT  : — The  Journal  for  January  prints  the  act  of  the  legislature, 
creating  a  state  board  of  education.  The  board  consists  of  the  governor 
and  lieutenant  governor,  and  four  other  persons  appointed  by  the  general 
assembly  (legislature),  one  from  each  congressional  district,  to  hold  office 
for  four  years,  one  member  retiring  each  year,  and  another  elected  in  his 
ftead.  This  board  has  entire  control  of  the  schools  of  the  state,  manage 
the  normal  school,  direct  wh^t  text  books  shall  be  used,  etc.,  report  annual- 
ly, appoint  a  secretary,  who  performs  the  duties  formerly  devolved  upon 
the.  state  superintendent. 

The  board  have  recommended  a  uniformity  of  books  in  each  town,  and 

that  a  copy  of  Webster's  last  Revised  Dictionary  be  placed  in  every  school. 

Qovemor  Buckingham  is  president,  and  Prof.  D.  C.  Gilman  of  Yale  Coljlege 

secretary. 

Norway. — A  recent  report  states  that  one  hundred  thousand  children 
are  educated  in  that  country,  in  public  schools,  at  an  annual  cost  of  eighty 
thousand  pounds. 

Dacota  Territory. —  The  Annual  report  of  the  Superintendent  of  Public 
Instruction  (Hon  James  S.  Foster),  made  Dec  21,  1865,  shows  that  even  in 
that  sparsely  settled  region,  strenuous  efforts  are  in  operation  for  the 
organization  and  support  of  free  schools,  and,  so  fast  as  the  local  popu- 
UUon  will  warrant  it,  districts  are  organized.     A  number  of  private 


158  Beddent  EdUor'a  Department 

schools  are  in  successful  operation.  The  Superintendent  recommends  the 
territorial  legislature  to  memorialize  Congerss  to  extend  the  benefits  of  the 
land  script  for  agricultural  schools  to  the  territories. 


LITERARY  NOTES. 

The  Michigan  Txacher  comes  to  us  with  the  new  year,  fresh  and  spirited, 
a  fit  successor  to  the  Journal  of  Education,  which  suspended  because  it  was 
doing  more  for  education  than  education  was  willing  to  do  for  it.  William 
H.  Payne,  of  Niles,  is  resident  editor  of  the  Teacher,  assisted  by  C.  L.  Whit- 
ney, of  Dowagiac.  We  welcome  our  new  friends,  and  wipe  our  eyes  from 
the  sorrow  of  the  old  Journals  demise.     32  pages,  $1.25  a  year. 

Gcyot's  Wall  Maps.  —  Europe. — The  most  valuable  feature  in  maps 
for  school  use,  is  their  suggestiveness.  Naturalness,  accuracy  of  outline, 
correct  location  of  places,  relative  size,  are  all  essential ;  but  the  pupil  needs 
that  the  map  be,  so  far  as  possible,  a  living  picture.  This  Prof.  Guyot 
has  realized,  and  among  the  maps  of  his  excellent  series  there  is  no  one 
more  admirable  than  this.  The  reliefs  stand  before  the  eye  so  clearly  that 
it  needs  hardly  the  imagination  to  fill  up  the  picture.  By  means  of  color 
and  shading  arc  represented  the  lowlands,  the  lowest,  and  those  subject  to 
overflow,  the  highlands,  the  mountains  sloping  to  their  summits  —  and  their 
relative  hights  and  massiveness  may  be  guessed  —  whilst  the  snow  line 
stands  out  sharp  and  clear.  The  marvellous  history  of  this  land  is  un- 
folded ;  for  the  last  factor,  the  inexorable  decree  of  nature,  reveals  what, 
had  there  been  eyes  to  read  it,  might  ages  ago  have  been  forecast.  The 
map  is  0  by  5  feet,  and  the  profiles  at  the  bottom  show  relative  hights  from 
the  north-east  to  the  Gulf  of  Genoa,  and  across  the  sea  to  the  great  desert; 
across  the  Scandinavian  peninsula ;  the  Spanish  peninsula ;  and  the 
British  islands.  It  will  be  a  happy  day  for  the  schools  when  charts  such 
as  these  shall  supplant  the  flat  political  maps  of  the  old  time.  Charles 
Scribner  &  Co.,  124  Grand  street.  New  York,%re  the  publishers. 

LossiNG.  —  The  first  volume  of  Mr.  Lossing's  History  of  the  Civil  War  is 
announced  to  be  issued  in  February.  Judging  from  the  popularity  of  his 
Field  Book  of  the  Revolution,  this  new  work  will  be  in  great  demand.  Mr. 
Lossing  is  an  artist,  and  not  his  pen  alone,  but  his  pencil  gives  life  and  in- 
terest to  his  books. 

Gerald  Massey,  the  poet,  has  just  completed  a  work  on  **  Shakespeare 
—  his  Sonnets  and  his  Private  Friends." 

John  Ruskin  has  anew  work  in  press  entitled  **  The  Ethics  of  Dust: 
Ten  Lectures  to  Little  Housewives,  on  the  Elements  of  Crystallization." 

Tub  Arqost  is  the  title  of  a  new  monthly,  the  first  number  of  which 
has  appeared,  published  by  Messrs  Strahan  &  Company,  New  York  and 
London.  The  same  publishers  also  issue  Oood  Words^  and  the  Sunday 
Magazine,    Notices  of  these  in  our  next. 


Resident  Editor^ a  Department.  159 

BOOK  NOTICES. 

HiSTOEY  OF  Frivdrich  THE  SECOND,  Called  Frederick  the  Great.    By  TnoMAS 

Carlisle.    In  tix  Volumet.  Vol.  V.  New  York:  Harper  ^  Brothers,  1865. 

12mo,/>/».  516,   with  maps. 

It  may  be  seriously  questioned  whether  any  other  one  man,  not  even 
Napoleon,  was  a  more  important  factor  in  working  out  the  destinies  of 
Europe  than  Friedrich.  Certain  it  is,  that  the  history  of  his  life  covers 
an  era  whose  influence  has  been  felt  over  all  Christendom,  and  will  be 
for  ages.  To  the  American  reader,  therefore,  who  would  know  of  the 
mighty  forces  that  have  moved  the  world's  past,  an  intelligent  history  of 
the  latter  half  of  the  18th  century,  in  European  affairs,  is  of  more  than 
ordinary  concern.  The  four  preqeding  volumes  of  Mr.  Carlisle's  great 
work  bring  us  down  to  the  opening  of  the  year  1757,  the  hight  of  the 
seven  year's  war,  which  had  commenced  the  year  preceding.  A  coalition 
of  the  great  powers  had  been  formed  to  crush  him.  He  forms  an  alliance 
with  England,  while  France,  formerly  his  ally,  joins  Austria.  With  (m\y 
6,000,000  subjects,  and  an  army  of  160,000  men  he  confronts  600,000, 
Austrians,  French,  Russians,  Saxons,  Swedes.  The  present  volume  follows 
his  fortunes  down  to  April,  1760,  the  commencement  of  the  5th  campaign. 
fie  18  now  at  the  crisis  of  his  fate.  Of  Mr.  Carlisle's  force  and  sagacity  as 
a  writer,  as  well  as  of  his  dogmatism  and  cynic  contempt  for  the  opinion  of 
other  men  we  will  not  now  speak.  He  at  least  compels  a  hearing,  and, 
whether  just  or  unjust,  his  opinions  are  of  weight  in  forming  a  proper  esti- 
mate of  his  hero,  and  the  stern  old  times  in  which  he  lived.  The  conclud- 
ing Tolnme  is  looked  for  with  interest. 
EvBRT  Saturday,  a  Journal  of  Choice  Reading  selected  from  Foreign  Current 

Literature,  , 

The  above  is  the  title  of  a  new  weekly  published  by  Messrs.  Ticknor 
A  Fields,  Boston,  whose  first  issue  bears  date  January  6.  It  is  only 
necessary  to  quote  the  title  and  add,  that  the  selections  are  most  critically 
and  judiciously  made,  and  contain  the  cream  of  the  English  reviews  and 
other  literary  journals,  rejecting  what  is  heaviest  and  least  interesting,  on 
the  one  hand,  and  what  is  too  light  and  ephemeral  on  the  other.  The 
reputation  of  the  publishers  is  guaranty  of  the  value  of  their  new  venture. 
Price  $5.00  a  year. 
Amsrioan  History.     By  Jacoh  Abbot.    Illustrated  with  numerous  Maps  and 

Engravings.     Vol.    vii.      War  of  the  Revolution.     New    York :  Sheldon  ^ 

Company.    16mo,  pp.  288. 

The  author  of  the  *<  RoUo  Books  "  is  too  well  known  to  the  public  to 
need  from  us  any  introduction  :  and  his  name,  in  connection  with  a  new 
series  of  juvenile  works  on  American  history,  is  guaranty  not  only  of  their 
worth,  but  that  they  will  be  sought  after  with  eagerness.  The  story  of 
the  revolutionary  struggle  is  happily  told  in  simple  language :  and  thq 
earnest  patriotic  spirit  that  runs  through  it  is  most  wholesome.   No  Apierici^i^ 


160  Resident  Editor's  Department. 

boy  can  read  this  book  without  a  new  zeal  for  his  country's  honor,  and  eTen 
to  those  who  have  many  a  time  read  the  record  of  our  glory,  these  pages 
are  refreshing. 

History  of  the  United  States  Cavalry, /rom  the  Formation  of  the  Federal 
Oovernment  to  the  lat  of  June^  18C3.  To  which  is  added  a  list  of  all  the 
Cavalry  Regiments,  with  the  names  of  their  Commanders,  which  have  been  in 
the  United  States  Service  since  the  Breaking  Out  of  the  Rebellion,  By 
Albert  G.  Brockett,  Major  \st  U.  S.  Cavalry,  ^c.  New  York:  Uctrper 
^Brothers.     1865.     \2mo.,  cloth,  pp.  ^Zl. 

The  title  page  tells  the  whole  story,  when  it  is  added  that  the  author  is 
a  gallant  and  experienced  officer,  who  has  borne  a  part  in  the  exploits  he 
chronicles,  and  that  he  enters  con  amore  into  the  work  of  setting  furtii  the 
claims  to  recognition  of  his  favorite  arm  of  the  service.  The  book  abounds 
in  valuable  practical  hints ;  the  descriptions  are  easy,  graceful  and  life- 
like, never  "  stilted,  "  and  too  full  of  vigor  to  be  prosy.  The  pulishers  have 
done  their  work  well. 

Questions  on  the  Principles  of  Arithmetic.  Detiyned  to  indicate  an 
Outline  of  Study  f  especially  fitted  to  facilitate  a  thorough  System  of  Reviews  f 
adapted  to  any  Text  Books  and  all  grades  of  Learners.  By  James  S.  Eaton. 
Boston :  Taggard  ^  Thompson,  Publishers.  Price  12  cents.  Specimen, 
copies  sent  on  receipt  of  ten  cents. 

We  have  already  several  admirable  series  of  arithmeticed  text-books ; 
but  until  all  our  teachers  arc  educated  to  a  higher  point,  pupils  will  need 
aid  to  independent  thinking  and  judgment.  This  little  book  seems  admira- 
bly adapted  to  that  purpose.  We  endorse  heartily  the  following  statement 
of  the  advantages  to  be  derived  from  using  the  **  Questions." 

'*  1.  They  are  separate  from  any  text-books,  and  equally  well  adapted 
to  all  text-books,  and  on  this  account  they  present  all  the  benefits  of  the 
Question  Method,  and  none  of  its  defects.  2.  They  indicate  a  definite 
outline  of  study,  and  afiford  a  substantial  guide  to  the  pupil  in  the  prepara- 
tion of  his  lesson.  3.  They  incite  the  pupil  to  inquiry,  awakening  that 
thirst  for  knowledge  which  is  the  motive  to  its  acquirement.  4.  They  open 
up  the  several  subjects  by  such  short  and  suggestive  steps,  one  question 
following  upon  another  in  the  chain,  that  the  pupil  is  thus  led  to  follow 
out  and  develop  the  subject  for  himself.  6.  By  inciting  the  pupil  to 
inquiry,  and  guiding  him  in  developing  the  subject  for  himself,  they  sub- 
serve the  highest  and  only  true  style  of  teaching  ;  namely,  to  draw  out 
and  develop  the  faculties  and  thus  i«ead  the  pupil,  instead  of  dictating 
to  him  or  driving  him.  6.  They  afiford  the  best  means  for  frequent  reviews 
and«examinations,  since  it  is  the  principles  of  Arithmetic  that  should  be 
reviewed,  and  not  the  mechanical  operations.  7.  The  use  of  these  ques- 
tions will  not  fail  to  ground  the  principles  of  Arithmetic  in  the  mind  of 
the  pupil,  and  thus  give  him  the  Key  which  will  command  all  practical 
operations.  8.  For  those  teachers  whose  time  is  closely  occupied  with 
large  classes  and  large  schools,  the  use  of  these  Questions  will  save  much 
labor,  while  they  will  produce  th0  best  results  in  scholarship." 


TEXT-BOOKS  ON  BOTANY, 

By  Prof.  ASA  GRAY,  of  Harvard  University. 


The  COV SERVATORT  OF  FLOWERS  in  the  NATIONAL  FROFAOA- 

TIHO  GARDENS  at  WASHINGTON  is  arranged  according 

to  the  Classification  of  these  Text-books. 


These  Books  present  the  latest  and  most  accurate  principles  and  develop- 
ments of  the  science,  and  have  been  recommended  by  almost  every  eminent 
Botanist  in  the  country. 

For  comprehensiveness  of  scope,  exactness  and  clearness  of  description, 
accurate  and  scientific  analysis  of  Plants,  and  beauty  of  illustrations,  they  have 
no  equal. 

TUE   8EItIE8   CONSIST   OF 

BaVD  PlaUtH  Grow.  —  Containin^^  a  Popular  Flora,  or  an 
Arrangement  and  Description  of  Common  Plants,  both  Wild  and  Cultivated. 
Illustrated  by  more  than  oOO  Drawings  from  Nature. 

I^eHHonH  in  Botany  and  Vegetable  Phyniology.— 

Illustrated  by  over  300  AVood  cuts;  to  which  is  added  a  copious  Glosnan/j  or 
Dictionary  of  Botanical  Terms. 

Jtfanuai  of  Botany.  —  A  comprehensive  Flora  of  the  Northern 
States  east  of  the  Mississippi,  including  Virginia  and  Kentucky,  arranged 
according  to  the  Xatural  Si/stem.  To  which  is  added  Gardkn  Botany,  and 
Fourteen  beautiful  Plates  illustrating  the  Genera  of  Ferns,  Grasses,  &c. 

M^eSSOns  and,  Jtfanuai. — This  work,  in  one  volume,  is  the  one 
most  used  as  a  complete  Class-book,  by  Students  of  Botany. 

Structural  and  Systematic  Botany  and  Vegetable 

PHYSIOLOGY.  —  Being  a  nffh  revised  edition  of  the  *•  Botanical  Text-book, 
illustrated  by  over  1,300  Wood  cuts,  to  which  is  added  a  full  Glossary,  or 
Dictionary  of  Botanical  Terms. 

Jtlanual  of  Botany ^withJftosseH  and  Ijirerwcort.— 

With  Twenty-two  Plates,  illustrating  the  Genera  of  Cryptogamia. 

Flora  of  the  Southern  States.— By  A.  W.  Chapman,  M.D. 

The  Plan  of  this  work  is  nearly  the  same  as  that  adopted  by  Prof.  Grat, 
and  presents  a  systematic  arrangement   of  the  Phsenogamous  and   higher 
Cryptogamous  Plants  of  all  the  States  south  of  Kentucky  and  Virginia,  and 
east  of  the  Mississippi. 
The  undersigned  are  the  publishers  of — 

Sanders'  Series  of  Headers,  'Wilson's  Histories, 

Robinson's  Series  of  Mathematics,  Bryant  &  Stratton's  Bookkeeping, 

Kerl's  Series  of  Orammars.  Fasquelle's  French  Series, 

Oolton's  Series  of  Qeofi^^apnies,  Woodbury's  (German  Series, 

Wells'  Natural  Sciences,  Spencerian  Penmanship,  Etc. 

I®*    Also  Manufacturers  of   the    Celebrated  SPENCERIAN 
STEEL  PENS. 

Ijn»eral  terms  ^iven  on  books  furnished  for  examinncion  or  Introduction. 
Send  f<oxr  at  Oataloirue. 

Address  the  Publishers, 

IVISOX,  FHIXNET,  BLAKEMAN  A  CO., 

48  df  f^O  Waiker  Street,  JT.  Y*. 

vii-6.2. 


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0TT0*8  TBSNCH  GONTERSATION  GRAMMAR. 

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THE  NEW  EDITION  OF 

BROWN'S  ENGLISH  GRAMMARS, 

REVISED,  WITH  ADDITIONS  IN 

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TBSTDRDQNBAL  FROM  PReFESSOR  AQASSCZ. 

From  what  I  know  of  Prof.  Quyot's  Wall  Maps,  etc,  I  have  no  hesitation  in  saying 
that  both  as  to  method  and  execution  they  are  incomparably  superior  to  any  thing  of  the  kind 
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the  study  of  geography,  in  which  department  there  is  urgent  necessity  for  new  books  adapt- 
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other  geographer  living  understands  the  relations  of  the  physical  feature  of  our  earth  to  welly  or  kmmm 
how  to  present  tfum  to  students  with  such  simplicity  and  clearness  as  Prof,  Guyot. 

L.  AGAI38IZ. 

Qmbridgef  Mass,,  Mcrch  27th,  1865. 

IN  PRESS.— To  be  published  during  the  Fall,  the  first  two  of  Prot  QuyoVs  Seriea  of 
Qeographies. 

CHARLES  SCRIBNER  &  CO. 


*  Send  for  Cbcular  with  full  description. 


Tsrxro^  'S'o; 


DOUBLE  ELASTIC 

Steel  Pens. 

niMNMi  Pt^Nn  oom'bine  Elafltioity  of  Action  iTvith.  Smoothness  of 
Point  not  l<>tincl  in  other  Pene,  and  are  a  nearer  approximation 
to  the  r«*al  SWAN  QUIL.L1  than  any  thins  hithfvio  invented.  Ai-e 
mi«a  in  all  of  the  principal  COMMKKCIAL  COLLEOKS  in  tho  UNITk:i> 
HTATKH,  and  are  pronounocKl  by  AfMown^taniB,  Teitehers,  OfficiaU  mmd 
VmatWBpmmtMHtf   the  * 

Best  Pens  Manufacturoda 


We  make  Six  Numhers  or  Pens,  difTerinc  in  flexibility  and 
fineness    of  point,    adapted    to    every    style    or  Writinij:,    as    foLlowM : 

NO«  B.— School  Pan.  point  Five  and  Fleziblk  ;  which  for  a  School  Peo 
Is  not  eqaallcd. 

No.  I.— College  Pen.  point  Fmb  and  Elaotio;  QuIU  acUon.  ThbPeo 
ifl  «  gr^ai  favorite  with  '*  Spcnceriun  "  Ponmon. 

No.  4.- Ladles'  Extra  Pen.  Ponrr  Extsa  Fika  A^1>  Fl»:zidle.  Acknow- 
ledged to  bo  the  b«st  fine  Pon  in  market. 

No.  2.-Counting-Hou8e    Pen.     point  Flne  and  fleubu:.  weii 

adapted  to  the  uah  of  CorrMpoiidoats  and  Accountants. 

No.  3.— ConnnnerclaJ   Pen.    An  easj  writing:  Buslnoas  Pen.    Point  Mrdiux. 
NO«    6.— Flourishing    Pen.      point   Finb   and  Flkudle.     For   off-hMd 

^Sample  Gross,  assorted,  sent  by  mail,  upon  the  receipt  of  $1.75. 

c  A  v'tIl  o  n. 

Zook  out  for  the  Counterfeits  in  Circulation. 

The  popular  and  unexcelled  *' Spencerian  Steel  rens,**  huvo  been  imitated,  and 
•pnrioiia  and  altoffetber  inferior  urucled  have  been  mjtdu  by  un  unprincipled  American 
aoHUMlhctarer,  and  sold  in  soms  sections  of  the  country,  diiiappuintiug  purchasers  and 
dfltsaglDg  our  reputation  and  Interesta. 

We  therefore  CAUTION  Booksellers  and  Stationers  nsrainst  purchaainp  ATSY 
«>8paDcerlan  "  Pens,  which  have  not  our  initUls, «  L  P.  B.  A  Co.."  or  "  Iviaon,  l»hinney  &  Co  / 
on  aaeh  Pen.  and  also  ajfilnst  raakinir.  or  cmi«»?ne  to  be  imde  Tor  them?elves,  any  btoel  i  eo.- 
I^smring  OUT  TR-a.idb  iva^xik,  "  SpenceriaHf ' '  as  any  further  or  continued 
ialHogemont  of  our  riffhta  will  be  prosecuted  to  me  fUll  extent  of  the  law. 

The  omo-TTiiTB  **  Spencerian  Steel  Pens  **  are  made  in  Europe,  and  an 

Sit  up  ia  boxes,  with  a  Pen  encised  in  the  centre  of  the  box  cover,  except  Spenceridn  Per 
o.  1,  which  bears  the  title,  on  the  label  enwrapping  the  box.  of  «*  Spencerian  Double  Elastic 
Pen  S  iTiion,  PUimey  k  Co.  (No.  1,)  New  York,  (Extra  Fine.)" 


Jvison,  Phinney,  BVaVenvMv  ^  ^^» 

cmWAOO:  8.  a  ORToaa  too.  48  at%a  00  ITalleer  SU,  Vew  *£< 


PRACTICAL 

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mi  roLLOwim  is  thi  tmu  of  oontcnts. 


.ION.    THEORY  OF  FKIMAiraHIF. 

__- AtTD  TMPLBMXMTS. 

JITION.    MOVEMENTS. 

4MIFICAT10N  OF  LETTEBS  AND  FTGVIIE8. 

-  laelodlnff  DMorlptioa.  AnalriN,  and  FaaUt  of 

—  with  KoMMttimi  for  CofT«cliii<  Um  ~ 
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I  WBITIMO.     LADIES'  HAND. 


PHot,  il.TS,  CMh. 


▼AKIETT  OF  STYLE.    BLACK-BOABD  W ■IttMU. 

WRITING  IN  FRIMAKT  SCHOOLS. 

TEACHINO  m  COMMON  HCHUOL^  *  EBXIVAailEit. 

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TEACHING  IM  COMMEECIAL  C0LUBQJB8. 

CHIHYTHMOORAPUY. 

PENMANSHIP  AS  A  PROFRSStON. 

DRAWING  -  £zplaliiiiiff  Mm|U  «r  ChArti* 


$2.2S,  Cloth  sxtrs,  <i«ltd  psptr. 


The  Model,  The  Standard  of  Penmanship, 

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OgMeMy  adopted  and  ueed  in  aU  the  BHnetpai  CUiee  f^rem  Ifew  Terh  ie  Bam  JFrmmeUem. 
Taught  in  ail  the  Con&tnereial  Ceiiegee, 

UhM  been  n-tDgnred  in  ENGLAND,  and  \b  OMd  la  tlie  model  0omltll^t-fO0M  of  LONDON,  LITlBfOOlH 

•Dd  MANCHKBTIB 

i^*Mon  Lds&ax.  TasKS  glrtn  on  COPY  BOOKS  fUrnished  fbr  RxmmktaHeH  er  MeiredmtUem, 


Spencerian  Charts  of  Writing  and  Drawing, 

8ia  in  Nufnker,    In  eiee,  94  6y  30  Jnehee, 

Thtj  MO  ao  prlBted  «•  Co  psBStsr  the  appbakavoi  of  SUPERIOR  BLACKBOARD  WRtTINa    Tkoltev 
Mnff  STBOMO  Mid  WILL  oirnriD,  the  letfton  oui  bo  dlatinotlj  aeen  aobou  ths  LAsostr  ^losoob  Book. 

A   SERIES   OF   DRAWING    LESSONS 

b  alM  mpKHWuted  upon  Che  Chute,  which,  with  the  Letten ,  make  them  bj  fkr  the  mool  ATTBAOHTB 
AND  INSTRUCTIVE  CHARTS  erer  proeented  to  the  pubUo.    tgrAddioee  the  PobUohocBy 

iViSON,    PHINNEY,    BLAKEMAN    &    CO. 

48    S    so    H^JOsKXn    BTRBMT,    KBW    YOMK. 

A  4^0  am§€Ma  a  co,  4«  e.  uppinoott  a  oo. 


NEW  YORK  TEACHER. 


Nesw  Series.]  MARCH,  1866.  [Vol.  VII,  No.  6 

Twelfth  Annual  Beport 

07  THS 

SUPERINTENDENT  OF  PUBLIC  INSTRUCTION, 


STATE  OP  NEW  TORE:  ^ 

Depaetmsnt  of  Publio  Instkuotion,    I 
Albany,  F^truary  1,  1866.     J 
To  the  Legitlature  of  the  State  of  New  York  : 

The  Superintendent  of  Public  Instruction,  in  oonformitj  to  the  proTi- 
aioiM  of  the  statute,  respectfully  submits  the  following 

REPORT. 

The  tables  and  documents  herewith  presented  are  designed  to  show  : 

let.  The  yaluation  of  property  in  each  of  the  seTeral  counties,  as  equal- 
ised by  the  State  Assessors,  with  the  amount  of  school  tax  in  1860,  and 
the  Ux  of  1865. 

2d.  The  amount  of  the  three-fourth  mill  tax  for  the  support  of  schools 
paid  by  each  county;  and  the  amount  apportioned  to  each  county  f^om 
the  ayails  of  that  tax  and  from  the  Common  School  Fund ;  and  the  entire 
amount  of  school  moneys  apportioned  to  each  county. 

8d.  Apportionment  of  school  moneys  for  the  year  1866 ;  showing  the 
population  of  each  county,  by  cities  and  rural  districts ;  the  number  of 
teachers  employed  at  the  same  time  for  twenty-eight  weeks  or  more;  the 
amount  apportioned  for  teachers'  wages,  as  *<  district  quota,"  and  accord- 
ing to  population ;  and  the  amount  apportioned  for  libraries. 

4th.  Abstract  from  the  statistical  reports  of  the  School  Commissioners^ 
showing : 

1.  The  number  of  school  districts  in  each  county; 

2.  The  number  of  teachers  employed  at  the  same  time  for  twenty-eight 
weeks  or  more ; 

[Vol.  XV,  No.  6.]  11 


162  TvodfOi  Annual  Report  of  the 

3.  Number  of  children  between  the  ages  of  five  and  twenty-one  years, 
residing  in  the  districts  ; 

4.  Number  of  free  schools  ; 

6.  Number  of  private  schools ; 

6.  Number  of  pupils  attending  private  schools  ; 

7.  Time  district  schools  were  in  session  ; 

8.  Teachers  :  by  whom  licensed,  and  the  number  of  each  sex ; 

9.  Number  of  children,  the  average  daily  attendance,  and  the  whole 
number  of  days'  attendance  during  the  year  ; 

10.  Number  of  inspections  by  School  Commissioners ; 

11.  Number  of  volumes  in  district  libraries,  and  their  value  ; 

12.  School  houses,  classified  as  to  structure,  and  their  value. 

5th.  Abstract  from  the  financial  reports  of  the  School  Commissioners, 
showing  ft'om  what  sources  moneys  have  been  received,  and  for  what  pur- 
poses expended : 

Receiptt  — 

1.  Amount  of  money  on  hand  at  the  commencement  of  the  last  school 
year,  October  1, 1864; 

2,  Amount  apportioned  by  the  State  Superintendent ; 
8.  Proceeds  of  gospel  and  school  lands  ; 

4.  Amount  raised  by  tax  ; 

5.  Amount  raised  by  rate  bills  ; 

6.  Received  from  all  other  sources ; 

7.  Total  amount  of  receipts. 

Payments  — 

8.  For  teachers'  wages ; 

9.  For  libraries ; 

10.  For  school  apparatus ; 

11.  For  colored  schools ; 

12.  For  school  houses,  sites,  fences,  out  houses,  repairs,  etc. ; 
18.  For  all  other  incidental  expenses ; 

14.  Amount  forfeited  in  the  hands  of  supervisors  on  the  first  Tuesday 
of  March,  1866 ; 
16.  Amount  remaining  on  hand  October  1,  1865  ; 
16.  Total  amount  of  payments. 
6th.  Statement,  showing  the  increase  and  diminution  of  the  Common 
School  Fund  for  the  year. 

7th.  Showing  the  investment  of  the  capital  of  the  Common  School 
Fund  at  the  close  of  each  fiscal  year  since  its  establishment. 

8th.  Comparative  statistics  of  the  schools  for  the  years  1859  -  60  and 
1864-65. 

[A.]  List  of  academies  in  which  teachers*  classes  are  to  be  organised  in 
1865-66. 


Superintendent  of  Public  Instruction.  163 

[6.]  Lib!  of  School  Commissioners  and  City  Superintendents. 
[C]  Report  of  the  trustees  of  the  Thomas  Asylum  for  orphan  and  des- 
titute Indian  children. 
[D.]  Report  of  the  Superintendents  of  Indian  schools. 
[£.]  Statistics  of  Indian  schools. 
[P.]  Statistics  of  Teachers'  Institutes. 
[0.]  Special  reports  of  School  Commissioners  and  City  Superintendents. 

SCHOOL  DISTRICTS  AND  SCHOOL  HOUSES. 

The  number  of  school  districts  in  the  State  as  reported  was : 

In  1865 A 11,780 

In  1864, 11,717 

Showing  an  increase  of, 63 

The  number  of  school  houses  and  their  designation  according  to  the 
lA&terial  of  which  they  are  constructed,  is  as  follows : 

Log.  Framed.  Brick.  Stone.  Total. 

In  1865, 202  9,874  1,010  682  11,618 

In  1864,... 226  9,941  1,002  548  11,712 

It  is  certain  that  there  has  been  no  such  actual  decrease  as  would  appear 
from  this  comparison.  The  trustees  were  this  year,  for  the  first  time, 
i^^^uired  to  report  the  yalue  of  the  school  houses  and  lots.  It  is,  therefore, 
probable  that  the  returns  for  1865  excluded  nearly  all  of  those  which  were 
"^^^  and  not  owned  by  the  districts. 

^be  reported  value  of  school  houses  and  school  house  sites  is: 

In  the  cities, $5,041,061  00 

^^  the  rural  districts 4,904,862  00 


Total, $9,945,923  00 

The  ayerage  yalue  of  the  school  houses  and  sites  is,  therefore  : 

^  the  cities, $17,323  23 

^  the  rural  districts, 433  02 

The  amount  of  money  expended  for  school  house  sites,  for  building,  re- 
Pairing,  purchasing,  hiring  and  insuring  school  houses,  and  for  fences, 
ottt-houses,  etc.,  was: 

Cities.  Rural  Districts.  Total. 

^^  1866, $516,902  04  $282,258  66  $799,160  70 

^  XS64, 370,815  34  276,485  89  647,801  28 

$146,086  70  $5,772  77  $151,859  47 

The  proyision  of  the  consolidated  school  law  for  the  condemnation,  by 

^^  commissioner  and  supervisor,  of  school  houses  unfit  for  use  and  not 

^<^rth  repairing,  has  resulted  in  tl^e  erection  or  preparation  for  erection  of 


164  Twelfth  Armual  Report  of  the 

many  comfortable  and  commodious  school  buildings;  and  tbe  power 
granted  by  the  same  law  to  trustees  to  repair  school  houses,  within  the 
limit  of  twenty  dollars  in  any  one  year,  without  the  Tote  of  the  district, 
has  improTed  the  condition  of  many  more. 

By  chapter  210  of  the  laws  of  1863  an  appropriation  of  fiye  hundred 
dollars  was  made  for  the  preparation  of  designs  and  specifications  for 
school  houses.  The  designs  and  specifications  haye  been  completed,  and 
the  frequent  calls  for  them  from  school  districts  in  yarious  parts  of  the 
State  induce  me  to  suggest  the  propriety  of  an  appropriation  for  their  pub- 
lication in  pamphlet  form. 

The  necessity  of  well-built,  commodious,  clean  and  airy  school  honaes, 
has  been  so  often  urged  upon  public  attention,  that  it  would  seem  almost 
superfluous  to  mention  it  here ;  but  so  long  as  the  evils  arising  from  ill- 
constructed,  uncomfortable,  unwholesome  and  dilapidated  houses  exist,  so 
long  must  the  demand  for  improyement  be  reiterated  till  reform  be  consum- 
mated. Not  only  should  the  prime  laws  of  health  be  regarded  and  obeyed 
in  this  matter,  but  the  moral  obligation  to  furnish  all  rational  means  to 
correct,  purify  and  cultivate  the  taste  of  the  young  should  be  recognized. 
The  love  of  beauty  in  one  or  other  of  its  myriad  forms  is  inherent  in  every 
human  breast  not  vitiated  by  corrupt  surroundings ;  hence  the  philosophy 
no  less  than  the  propriety  of  making  our  school  houses  temples  of  beauty, 
as  they  are  temples  of  knowledge. 

There  is  a  golden  link  between  beauty  and  utility,  and  the  expense  of 
embellishing  school  rooms  and  school  grounds  is  trifling,  compared  with 
the  beneficial  and  refining  influence  of  such  care  upon  those  plastic  na- 
tures which  must  be  molded  into  the  men  and  women  of  future  generations. 
Every  *< live"  teacher  knows  the  pleasure  with  which  even  the  smallest 
pupils  greet  a  rich  bouquet  on  the  desk,  or  the  joy  with  which  a  cherished 
bud  is  watched  as  it  unfolds  its  hidden  glories  to  the  light,  or  their  ab- 
sorbing interest  in  the  disposition  of  festooned  evergreens  for  a  holiday  or 
a  gala  occasion,  or  the  rapture  which  the  inaugural  of  the  new  school 
piano  awakens  when  it  breathes  a  simple  school  ballad,  or  thrills  all 
hearts  with  the  inspiration  of  the  Star-spangled  Banner.  Who  has  not, 
in  the  most  cherished  dreams  of  childhood,  the  memory  of  some  flower- 
laden,  clambering  vine,  some  favorite  tree  or  shrub,  or  some  loved  green 
spot  around  which  cluster  the  holiest  associations.  If  such  testimony  be 
universal,  and  such  influence  potent  for  good,  what  so  proper  to  deoorate 
with  trees  and  flowers  as  the  school  house  grounds,  or  where  so  appropri- 
ate to  bestow  works  of  art  and  taste  as  the  school  room,  or  what  more  im- 
portant to  the  happiness  and  improvement  of  the  young,  than  the  school 
house  built  with  a  strict  regard  to  beauty  and  utility,  and  made  peculiarly 
attractive  by  such  surroundings  and  embellishments. 


Superintendent  of  Public  Instructmi.  165 

SITES  FOR  SCHOOL  HOUSES. 

It  ifl  both  reason  and  law  thai  the  rights  of  individuals  to  private  pro- 
perty must  yield  to  public  necessity.  Therefore  the  sovereign  people, 
through  the  action  of  the  Legislature,  may  rightfully  assume  the  control 
and  ownership  of  private  property  for  public  use,  providing  therefor  a  just 
eompensation  to  the  owner. 

The  State  of  New  York  knowt  that  the  education  of  her  children  is  a 
matter  of  great  public  concern,  and  a  sacred  duty  which  she  can  not  inno- 
cently neglect.  The  children  must  therefore  have  school  houses,  and  the 
property  of  the  people  is  taken  to  provide  them ;  these  school  houses  must 
have  sites  — grounds  whereon  to  stand  —  and  the  property  of  the  people  is 
taxed  to  pay  for  them.  It  is  also  a  matter  of  public  concern  that  the  site 
of  the  school  house  should  be  central,  in  a  healthy  location,  and  conve- 
niently accessible  for  the  attendance  of  the  children  ;  but  in  very  many 
instances,  as  reported  to  this  Department  by  those  seeking  relief,  such  de- 
sirable situation  is  owned  by  some  gruff  old  bachelor  who  has  spent  his 
lonely  years  in  inconsiderately  repeating  by  word  and  by  deed  '*  Tou  take 
eare  of  yourself,  and  PU  take  care  of  myself;"  or,  by  some  unenlightened 
and  parsimonious  landlord,  who,  to  avoid  the  payment  of  a  few  dollars  to- 
wards building  a  new  school  house,  utterly  refuses  for  any  consideration, 
or  at  least  for  any  reasonable  consideration,  to  part  with  the  spot  of 
ground  which  would  best  accommodate  his  own  and  his  neighbors'  children. 
The  old  school  houses,  rudely  built  forty  or  fifty  years  ago  by  our  fathers 
and  our  grandfathers,  are  now  very  generally  unfit  for  any  use ;  and  owing'to 
the  changes  which  have  taken  place  in  the  boundaries  of  districts,  and  in 
the  number  and  location  of  residences,  many  of  these  sites,  originally  ae- 
leeted  with  little  care  as  to  their  fitness,  have  ceased  to  be  acceptable  to  the 
people ;  and  others,  which  were  well  chosen,  and  which,  with  some  addi- 
tions from  adjoining  lands,  might  be  made  to  accommodate  the  many,  have 
as  yet  no  play  grounds,  and  are  of  too  small  dimensions  to  admit  even  of 
the  erection  of  the  out-buildings  demanded  by  propriety  and  decency. 
This  last  deficiency  must  greatly  enhance  the  present  urgent  demand  for 
the  acquisition  and  appropriation  of  suitable  sites  for  new  school  houses, 
uid  for  the  enlargement  of  the  grounds  of  old  ones.  The  difficulty  of 
getting  possession  of  suitable  grounds  for  these  purposes  will  probably 
teiaain  insurmountable,  unless  a  law  be  passed,  by  which,  for  a  just  com- 
pensation, such  lands  may  be  taken  and  appropriated  to  such  public  use. 
The  sites  of  our  school  houses  should  be  chosen  in  places  that  are  both 
<iOQTenient  and  pleasant ;  and  where  any  land  owner  plants  himself  in  the 
^ay  of  obtaining  such,  the  law  should  lay  hands  on  him  and  remove  him  ; 
Ihug  enforcing  the  conviction  that  there  is,  for  the  children  of  this  country, 
^  Kfaud  highway  to  learning  which  no  man  may  obstruct. 


166  Tiodflh  Annual  Report  of  (he 

LIBRARIES. 

The  number  of  Tolumes  in  the  district  libraries  was : 

Cities.          «    Rural  Districts.  1 

In  1865 96,914                      1,181,209  1,; 

In   1864, 89,446                     1,036,992  1, 

It  will  be  seen  that  there  is  an  apparent  increase  in  the  number  o 
oyer  those  of  the  preceding  year ;  it  is  probable,  on  the  contrary,  th 
haye  diminished.  The  trustees  haye,  for  the  first  time,  been  requ 
report  the  yalue  as  well  as  the  number;  and  those  trustees — 
thousand — who  failed  to  make  these  returns  to  the  School  Commif 
were,  subsequently,  required  to  report  directly  to  this  Department, 
than  sixteen  hundred  supplementary  reports  haye  thus  been  re 
giying  an  additional  number  of  98,531  books,  which  are  included 
i^ggregi^te  above,  as  is  also  their  reported  yalue  of  $54,618  in  the  agj 
total  below. 

It  appears  from  all  the  returns  that  the  value  of  the  libraries 
State  is: 

In  the  cities, , $ 

In  the  rural  districts, • 

Total $ 

It  is  belieyed  that  in  most  cases  the  trustees  haye  under-estima 
yalue  of  the  books.  From  inquiries  made  of  the  trustees  of  many  d 
since  their  annual  reports,  for  the  purpose  of  ascertaining  the  cause  < 
making  so  low  an  estimate,  this  belief  is  confirmed  ;  and  the  opi 
entertained  that  the  district  school  libraries,  eyen  in  their  neglect 
dition,  are  worth  nearly  a  million  of  dollars. 

The  amount  of  money  reported  as  haying  been  expended  for  111 
was: 

Cities.  Rural  Districts.  1 

In  1866, $9,808  28  $17,607  80  $26 

In  1864, 5,409  26  21,481  26  26 

The  amount  expended  for  school  apparatus  was : 

Cities.  Rural  Districts.  ^ 

In  1866, $165,745  84  $10,011  36  $175 

In  1854, 128,447  79  8,165  70  187 

The  whole  sum  expended  for  libraries  and  apparatus  during  the  y 
$202,572  78. 

The  $55,000  appropriated  from  the  United  States  Deposit  Fi 
library  purposes  was  diyided  between  the  cities  and  rural  districts 
ing  to  their  population,  as  follows  : 


Superintendent  of  Public  Instruction.  167 

To  the  cities, $20,142  14 

To  the  rural  districts «    84,867  86 

Total, ^  $56,000  00 

The  number  of  districts  reporting  book  cases  for  their  libraries  was  7,980. 

Under  the  provisions  of  the  new  law  there  need  be  no  apprehension  that 
the  library  money  will  be  wasted.  When  not  expended  for  books  it  makes 
up  a  fractional  part  of  the  aggregate  amount  paid  for  teachers'  wages  and 
school  apparatus,  which  are,  certainly,  of  equal  importance,  in  view  of  the 
fact  that  thousands  of  families  now  have  priyate  libraries,  and  that  a  yery 
large  proportion  of  all  are  liberally  supplied  with  meritorious  newspapers 
and  periodicals. 

CHILDREN   AND   TEACHERS. 

The  number  of  children  reported  between  the  ages  of  five  and  twenty- 
one  years,  was  : 

Cities.  Rural  Districts.  Total. 

In  1865, 507,009  891,760  1,398,759. 

In  1864, .'. 447,469  860,363  1,307,822. 

An  actual  enumeration  of  the  children  of  school  age  is  annually  made,  in 
the  rural  districts,  and  the  figures  for  them  are  accepted  as  correct.  In 
several  of  the  smaller  cities,  also,  an  annual  enumeration  is  made,  but  in 
the  larger  cities  an  estimated  number  is  given.  The  number  of  children 
over  five  and  under  twenty-one  years  of  age  in  fact  forms  in  each  of  the 
counties  and  cities  pretty  nearly  the  same  uniform  per  cent,  of  the  entire 
population  of  the  respective  counties  and  cities,  and,  holding  this  fact  in 
mind,  a  careful  examination  and  comparison  of  the  number  of  children  es- 
timated for  the  respective  cities,  shows  them  to  approach  very  near  to  ac- 
curacy. 

Of  the  number  of  children  reported,  916,617  are  represented  to  have 
been,  during  some  part  of  the  year,  attendants  of  the  schools.  The  num- 
ber reported  as  having  attended  school  during  the  year  1863-4,  was 
881,184.     This  shows  an  increase  for  the  past  year  of  36,438. 

The  average  daily  attendance  for  the  year  (excluding  fractions)  was : 

In  the  cities 136,515 

la  the  rural  districts, «    258,962 

Total, 895,617 

The  number  of  free  schools  reported,  including  union  f^ee  schools,  and 
Bchools  in  the  cities  and  in  some  of  the  villages  made  free  by  special  acts, 
Vft8  734,  which  shows  an  increase  of  this  class  of  schools  of  71. 

The  number  of  private  schools  is  1,481,  with  an  aggregate  attendance  of 
K845. 


168  Tuodfih  Armadl  BepoH  of  the 

The  whole  number  of  pupils  attending  the  fte&demies  during  the  year 
was  85,855,  and  the  ayerage  attendance  for  each  of  the  seyeral  terme  was 
20,884.  No  record  of  the  average  daily  attendance  can  be  obtained.  Of 
the  whole  number  registered  20,448  were  academical  students,  and  14,912 
were  primary  pupils.  > 

The  following  is  a  summary  of  the  whole  number  of  pupils  reported  as 
receiving  scholastic  instruction,  as  distributed  among  colleges,  academies, 
private  schools  and  common  schools : 

Colleges, 1,420 

Academies, 85,855 

Private  Schools, 54,845 

Common  Schools, 916,617 

Total 1,007,737 

The  percentage  of  attendance  in  each  of  these  various  classes  of  schools, 
is,  therefore : 

In  the  colleges,  a  little  more  than  fourteen  hundredths  of  one  per  cent. 
(.001409). 

In  the  academies,  a  little  more  than  three  and  a  half  per  cent.  (.085074). 

In  private  schools,  a  little  more  than  five  per  cent.  (.053927). 

In  the  common  schools  nearly  ninety-one  per  cent.  (.909580). 

The  average  time  the  schools  were  in  session  during  the  ^ear,  not  in- 
cluding the  cities,  was  thirty  weeks  and  four  days ;  in  the  cities,  fbrty- 
three  weeks. 

The  whole  number  of  teachers  employed  was : 

Male.  Female.  Total. 

In  1865 4,452  22,017  26,469 

In  1864, 5,707  21,181  26,888 

As  these  members  include  all  qualified  teachers  who  have  been  employed 
for  any  time,  however  short,  during  the  year,  the  *<  number  of  teachers 
employed  at  the  same  time  for  twenty-eight  weeks  or  more,"  will  give  a 
clearer  view  of  the  number  required  at  any  time  to  supply  all  the  schools. 

That  number  was : 

Cities.        Rural  Districts.         Total. 

In  1865 8,410  12,068  15,478 

In  1864 8,408  12,899  15,807 

The  amount  expended  for  teachers*  wages  was : 

Cities.            Rural  Districts.  Total. 

In  1865, $1,932,488  26         $2,048,655  17  $8,976,098  48 

In  1864, 1,554,212  18           1,589,248  28  8,098,460  46 

These  figures  show  an  increase  of  money  paid  for  teachers'  wages  dur- 


Sn^perirdcndefni  of  PMio  Instruction.         169 

ing  the  year,  of  $882,682.97  — in  the  ciiies,  $878,226.06;  in  the  rural 
districte,  $604,406.89.     This  increase  is  atiribated  chiefly  to  the  faoU: 

First,  that  during  the  year,  the  schools  in  the  rural  districts  were  in 
session  much  longer  than  they  were  in  the  preceding  year ;  thereby  in* 
creasing  the  sum  total  paid  to  their  teachers  ; 

Second,  that  there  is,  this  year,  included  in  the  amount  paid  for  teachers 
wages,  the  estimated  yalue  of  the  board  of  teachers  who  **  boarded 
round ;  " 

Third,  that  in  both  city  and  country,  there  has  been  a  Tery  generous 
increase  in  the  salaries  of  teachers  aboye  those  of  the  preceding  year, 
showing  a  growing  appreciation  on  the  part  of  the  people  of  the  seryices 
of  their  teachers. 

The  ayerage  annual  salaries  of  teachers,  as  shown  by  those  figures,  is  : 

In  the  cities, $668  70 

In  the  rural  districts, 169  84 

This  will  giye  for  the  ayerage  wages  per  week,  of  teachers  in  the  rural 
districts  about  $6.46. 

The  amount  raised  by  local  taxation  for  school  purposes  was : 

Cities.  Rural  Districts.  Total. 

In  1866, $2,666,644  46  $846,626  76  $3,601,070  20 

In  1864, 1,998,479  67  674,699  62  2,668,079  29 

The  sum  raised  by  rate  bill,  $666,168.78,  in  the  rural  districts  should  be 
mdded  to  the  amount  raised  by  tax,  which  makes  the  whole  sum  raised  in 
the  rural  districU  $1,600,684.68. 

PUBLIC   MONEYS. 

The  reyenue  from  the  Common  School  Fund  during  the  year  was : 

Balance  in  Treasury,  Sept.  80,  1864, $66,806  60 

From  the  Fund  proper, 186,462  20 

From  the  U.  8.  Deposit  Fund 166,000  00 

$408,267  70 
Paid  during  the  year, 826,660  79 

Balance  in  Treasury,  Sept.  80,  1866, $81,706  91 

The  amount  of  school  money  for  the  school  year  1866-6  is  deriyed  as  fol- 
lows: 

From  the  Common  School  Fund  proper, $166,000  00 

U.  S.  Deposit  Fund, 166,000  00 

State  School  Tax, 1,126,000  00 


$1,446,000  00 


170  Twdfih  Annual  Report  of  the 

The  monej  is  apportioned  as  follows : 

For  salaries  of  School  Commissioners, $56,000  00 

"  Libraries, 66,000  00 

"  Indian   Schools 1,714  47 

"  District  Quotas, 488,721  82 

<*  Papil  and  Ayerage  Attendance  Quotas, $877,564  21 

"  and  on  account  of  superyision  in  cities, 15,000  00 

«'  separate  neighborhoods,  from  Cont.  Fund,..  67  62 

892,681  88 

Balance  of  Contingent  Fund, 1,982  88 

$1,446,000  00 
The  following  is  a  more  specific  statement : 

The  sum  of  $155,000,  derived  from  the  Common  School  Fund  proper,  is 
apportioned  : 

For  District  Quotas, $51,661  89 

**  Pupil  and  Ayerage  Attendance  Quotas 108,888  11 

$156,000  00 

The  sum  of  $166,000,  deriyed  from  the  U.  S  Deposit  Fund,  is 
apportioned : 

For  salaries  of  School  Commissioners, ^  $56,000  00 

'*  and  on  account  of  Supervision  in  cities, 15,000  00 

"  Libraries, 55,000  00 

"  District  Quotas, 12,998  80 

*<  Pupil  and  Average  Attendance  Quotas, 26,001  20 


$166,000  00 


The  sum  of  $1,126,000,  appropriated  from  the  proceeds  of 
the  State  Tax,  is  apportioned : 

For  a  Contingent  Fund, $2,000  00 

<*  Indians,  as  Equivalent  of  Library 

Money, $59  40 

**  Indians,  as  Equivalent  of  District 

Quotas, 707  25 

**  Indians  according  to  population...      947  82 

1,714  47 

<<  District  Quotas, r.  874,060  68 

"  Pupil  and  Av.  Att.  Quotas, 748,224  90 


$1,126,000  00 
$1,446,000  00 


Superintendent  of  PiMic  Instruction.  171 


SUMMARY  OP  SCHOOL  STATISTICS. 

The  following  Uble  is  a  summary  of  the  statistical  and  financial  reports 
of  the  common  schools  for  the  year  ending  September  80,  1865 : 

Statistical. 

Cities.       Bnral  DietricU.        Total. 

Number  of  dlBtricts, 291  11,489  11,780 

Number  of  teachers  employed  at  the  same  time  for 

twenty-eight  weeks  or  more, 8,410  lt,088  16,478 

Nomber  of  children  between  flye  and  twenty-one 

yeawofage 607,009  891,750  1,898,760 

Aggregate  number  of  weeks*  school  by  qualified 

teachers, 19,540  865,468  868,008 

Number  of  male  teachers  employed, 843  4,110  4,463 

Number  of  female  teachers  employed, 8,113  18,906  22,017 

Number  of  children  attending  school, 310,666  606,061  916,617 

Average  daily  attendance 186,515  369,103  806,617 

Number  of  times  schools  haye  been  yisited  by 

Commissioners, 18,700  18,760 

Number  of  volumes  in  district  libraries, 96,914  1,181,309  1,278,128 

Number  of  school  houses, • 291  11,827  11,618 

Number  of  log  houses, 303  303 

Number  of  frame  houses, 69  9,815  9,874 

Number  of  brick  houses, 380  780      ,  1,010 

Number  of  stone  houses, 3  680  683 

Financial. 

Receipt* — 

Cities.          Bural  Districts.  Total. 

Amount  on  hand  October  It  1864^ $876,319  05  $99,328  88  $474,447  88 

Apportionment  of  public  moneys, 448,745  55  935,517  28  1,379,362  78 

Proceeds  of  gospel  and  school  lands,  ........  125  89  18,705  22  18,831  11 

Baisedby  tax, 3,665,644  45  845,626  75  8,601,070  20 

Baised  by  rate  bill, 665,158  78  656,158  78 

From  all  other  sources, 14,044  20  300,427  59  823,47179 

Totals, $3,488,679  14    $3,768,663  40    $6,263,342  54 

Etpendituret  — 

For  teachers*  wages, $1,082,488  36    $3,048,655  17    $8,976,093  48 

ForUbrarics, 9,808  38  17,607  80  26,816  08 

For  school  spparatus 166,745  84  10,01186  175,756  70 

For  colored  schools, 81,66130  5,060  96  86,622  36 

For  sdiool  houses,  sites,  &c., 616,902  04  282,268  66  799,160  70 

For  all  other  incidental  expenses 428,402  47  291,866  63  720,259  09 

Forfeited,  in  hands  of  Supervisors, 751  98  761  98 

Amount  on  hand  October  1, 1865, 404,321  45  112,460  85  516,783  30 

Totals, $3,488,679  14     $3,763,668  40    $6,353,943  54 

Deducting  from  this  total  amount  of  $6,252,242  44,  the  amount  on  hand 
October  1,  1866,  and  the  actual  expense  of  maintaining  the  schools  during 
the  year  is  shown  to  be  : 

In  the  cities, .•. $3,084,857  69 

In  the  rural  districts, 2,651,102  65 

Total, $6,736,460  24 

The  corresponding  total  last  year  was  $4,549,870.66. 


172 


Twdffh  Annual  Report  of  the 


ATTENDANCE. 

The  StaiiBties  reoeiyed  at  this  Department  relatiye  to  attendance,  haye 
neyer  until  this  year  been  such  as  to  show  the  actual  aggregate  number  of 
days'  attendance  of  children,  or  the  ayerage  daily  attendance.  Those 
gathered  the  past  school  year,  and  embraced  in  this  report,  are  reliable,  and 
are  of  great  yalue,  for  the  reason  that  they  throw  a  flood  of  light  on  thii 
subject  of  attendance.  They  show  a  total  attendance  of  78,401,749  days ; 
being  for  the  cities,  80,020,155,  and  for  the  rural  districts,  43,881,594  days. 

The  ayerage  daily  attendance  shown  is,  for  the  cities,  186,515  pupils, 
and  for  the  rural  districts,  259,102  pupils;  making  a  total  of  895,617  pupils. 
That  is,  the  attendance  at  the  public  schools  in  the  State,  for  the  school 
year  closing  with  September  80th,  1865,  was  equal  to  the  attendance  of 
895,617  children  attending  school  through  the  school  year,  eyery  day  on 
which  the  schools  were  in  session.     This  will  appear  from  the  following : 

Tabular  Synopsis  of  School  Attendance, 


GOUNTtll  Aim 

CrriES. 


Albany  (towns),». 

"      city „ 

Allegany,  .,,**...,. 
Broome, ...«.,.,,,«. 
Cflitaragus,  ........ 

Cayuga  (towns),.. 

Auburut 

€hautaui|UA, 

Chemung,.  ......... 

Chen  an  go^  .->,.»•«, 
Cihi ton, ....... ...... 

Coltimbift(town»), 

Hudsoti,.. .,...,.. 

CoHland, 

Delaware,.. 

Dutchess  { towns )t 

Poughkespsiei^ 
Erie  (towDs),...... 

Bufflalo,. ...... 

Sh«x, 


ill 


*  q    i  *  0  .  _ 


82.24 

28.89, 
51.11 

52.81 
50.  G3 
50.09! 

ri.Toj 

47.371 
49M\ 
55.31 
S6.34 
87.75 
40.06 
52.46 
51. 3S 
85:12 
28.25 
40.5fi 
■IH.lg 
42.52 


a 

85.30 
60.27 
110,8S 
113.05 
123.7(1 
1I7.&7 

mm 

111.113' 
110.18 
120.75 

m.u 
ne.70 

117.74 
83.SB 

mA2 
mM 

111.15 


m 

Hi 
III 

III 

Ilia 


7. 

46.11 
4^.71 

43.2n 

74.20 

42.32 

45.31 

S7.52 

60.14 
44.^ 
4S.64 
4113 
AIM 
43.17 
45.01 
8&M 


Superintendent  of  Public  Instruction.  173 


Tabular  Synopsis  of  School  Attendance, — CoQtinued. 


L  2. 

Fmnlclm,  - .-  07.93  40  JO 

Pulton,, .,«  80.05  55.03' 

Otneaed, .. . ». «,  tlM  46. 5 1 

Qreen UM  AZM 

BimikoD ..<  34.78  2B.87 

Herkimer, 64,52  44,85' 

Jefferson, „,  59  J8  41,06 

KingB  (town*) 1641,71  1069  J7 

BroAlyn... 21L64  145,41 

UffU, 53.26  86.61 

LiTmg«ton,...»,,„  6g.27  46.98 

Madison 5^.82  40,43 

Monroe  (lowui),,,  78.fS8  64.08 

Eocheeler ,.  186.71  127.66 

Montgoroery,,  ..,„  89-17  6l,a0 

New  York,,. 136.06  94.14 

Hiftfitra,. ,„«  83.90  6767 

Oneida  (toirms).^  66.57  45. 76 

Otica* ...-.,.  159.65  lOfl.67 

OnondAga  (towns )  69.42  47,72 

Syrscmae, 114.71  78.86 

OnUrlo, 6&.E2  44.90 

Orange ,.„.....  111.27  76.49 

OrJeani 73.6S  60.44, 

04wego  (lDwns),»  0^.86  47.82; 

**    fity,.. i  127.44  87,00 

Otsego,  ,....,...,„  J  61.92  36.69 

Fntnam, .«,.,  ...«.  81.91  56.80' 

Qua«iia, ,...,. 141.17  97.04 

BeuftselAer  (t'ufl],  87.70  60.28 

Trov.'."""*"'"  186.47  03.12 

Richmond, 220.86  151,82 

Rockland,.,. 169;42  116,46 

St.    Lairrenee......  6^.16  48.41 

Baratoga,.,, ,..,....  73.56  50.56 

Scbeneo'dy  {t'ns),  72,94  50.14 

oitj,...  100.00  68.74 

S^hofa&rie „..  61,11  42.01 

Scbujler, 67.10  39.26 

Beii«€&,  ...*.. 82.62  66.79 

%teiibfiD,, 63,99  43.99 

Suffolk, «  88,42  60. 

^ulliTftn 76.36  62.49 

^joga,.. ,..,...  61.89  42.54 

^ompkini,  .....,-..  59.98  41.23 

Xjlater, ,  110.78  76.11 

^»rron„„... 68,21  40.01 

X^&abmgtt^tip, 62,38  42.88 

>rayiie 66.86  45.27 

"^estcliestftr........  125.72  86.42 

^^jomiag, 65.30  38,01 

^»U», .„*,.„  I>7.83  39,41 

^t*te, -.„. 90.37  61.12 

^uml  dIstHois,.,,  73.89  60,79 

^::!iiitg^ ].4S,iS  im.m 


d. 

16.»' 
2L82 

22.73; 

18.76 
10.06 
19.76 
19.86 
33.37 
44,58 
lfiw82 
21.96 
20.24 
28.71 
49,09 
24.29 
39.48 
26,26 
21,05 
37,92 
24.57 
40.9^ 
22.01 
26.26 
23,74 
24.34 
48.07 
18,88 
22  22 

mM 

22.78 
82.66 
40.96 
32.00 
21.67 
20,68 
19.93 
87.68 
19.95 
18.08 
24.63 
20.66 
23.02 
19.64 
22.17 
20,81 
27,99 
17.79 
20.W 
21.40 
32,76 
19,26 
21,60 
26.55 
21.47 
40.03 


4. 

24,^48 
26.23 
38.59 

29.61 
28.94 
80.68 
33,19 
2.16 
27,88 
81.58 
32.18 
84.38 
30.17 
26.47 
27.26 
28.88 
31.31 
31.62 
23.77 
35.40 
85.72 
33,70 
22.64 
32.29 
36.45 
37.72 
36.37 
27,12 
20.23 
26.8a 
24,11 
18.54 
18,89 
34,15 
28,05 
27,33 
37.62 
32.65 
81,6' 
29.70 
32,29 
26.03 
26.71 
36.B0 
34.70 
26.28 
80.66 
32.16 
82.62 
26,06 
34.86 
37.67 
28.28 
29.06 
26.92 


a. 

36.34 
88.16 
48.87 

43,88 
42.10 
44.66 

mm 

3.24 

40.66 
46.94 
46,82 
60.02 
43,89 
88.61 
39.84 
41,94 
46.55 
46,00 
34,68 
61.60 
61,97 
49.08 
83.94 
46.98 
61.67 
6487 
62.91 
39.46 
2<».43 
37,58 
35.07 
26.97 
27.48 
48.68 
40.80 
39,76 
64.78 
47.50 
46,07 
43.21 
46.98 
37.87 
87.60 
62.23 
60.48 
86,78 
44.46 
46,77 
47.31 
37.89 
50.70 
54.80 
41.14 
42,28 
39,16 


e.  I 

98.46! 

102.73 

104,40 

109.92 ' 

98.67 

108.96 

8.47 

71.20 

106,34 

10180 

111.44 

101.91 

66.62 

95.88 

101.34 

106.66 

111.07 

57.99 

108.89 

83.48 

106.52 

83.68 

99,39 

116.68 

96.19 

111,76 

97.60 

76.48 

93.S^J 

78.83 

64,29 

71.07 

116,80 

97.89 

97.41 

99,29 

114.41 

111.30 

100,41 

110.81 

92,41 

103.38 

113,29 

111.97 

94.06 

108.81 

114,96 

111,56 

87.56 

111,16 

111,09 

95.85 

98.89 

89,12 


7* 
36.41 

88.70 
47.57 
42.08 
88.30 
46.17 
44J2 
88.26 
56.96 
48.20 
44.67 
44.88 
48.06 
67.81 
41.34 
41.SS 
42.71 
41.41 
59.68 
47.30 
63.06 
46  46 
39.39 
47.27 
44.58 
67.64 
47.34 
40.42 
38.99 
40.27 
44.77 
41.96 
38.67 
41.68 
41.89 
40.82 
65,12 
41.62 
41.89 
4S.0S 
42.39 
40,98 
36.37 
46.10 
45.08 
39.10 
40.86 
4069 
42.47 
48.27 
46.61 
49.38 
43.14 
42.76 
43.94 


174  Tivelfih  Annual  Report  of  the 

This  Table  contains  a  Tast  fund  of  useful  information,  and,  I  trust,  will 
receiye  from  you,  and  from  the  people  in  different  sections  of  the  State, 
that  careful  study  which  its  importance  demands. 

The  first  column  of  the  table  shows  the  average  number  of  children,  OTer 
5  and  under  21  years  of  age,  residing  in  each  county,  part  of  a  county,  or 
city,  fqf  each  qualified  teacher  employed  for  28  weeks,  or  during  the  time 
school  was  taught.  These  numbers,  for  each  county  and  city,  are  found 
by  dividing  the  whole  number  of  children  over  6  and  under  21  years  of 
age  residing  in  the  county  or  city,  by  the  number  of  qualified  teachers 
employed  as  aforesaid  in  such  county  or  city. 

It  will  be  seen  that  this  number  Taries  largely,  ranging  from  84.78  in 
Hamilton  county,  to  220.86  in  Richmond  county,  221.72  in  this  city,  and 
1541.71  in  the  towns  of  the  county  of  Kings.  The  average  number  for  the 
State  is  90.87  ;  for  the  cities,  148.68,  and  78.89  for  the  rural  districts.  In 
the  rural  districts  the  variations  extend  from  84.78  in  Hamilton  county, 
to  220.86  in  the  county  of  Richmond. 

The  second  column  shows  the  average  number  of  children  over  6  and 
under  17  years  of  age,  residing  in  the  respective  counties  and  cities,  for 
each  qualified  teacher.  By  comparison  and  approximate  calculation,  it  is 
ascertained  from  census  statistics,  that  that  portion  of  the  population  of 
the  State  consisting  of  persons  over  6  and  under  17  years  of  age  is  very 
nearly  68.74  per  cent,  of  that  portion  embracing  persons  over  5  and  under 
21  years  of  age.  Hence  the  figures  in  column  2  may  be  obtained  from 
those  in  column  1,  by  multiplying  them  by  the  decimal  .6874.  I  need  not 
remark  that  the  numbers  in  column  2  will,  when  compared  one  with 
another,  show  the  same  ratios  as  the  numbers  in  column  1.  Compara- 
tively few  children  under  6  years  of  age,  and  also  of  those  over  17  years  of 
age,  attend  the  common  district  school  for  any  considerable  portion  of  the 
school  year ;  and  hence  it  has  been  deemed  best  to  make  calculations  and 
compare  results,  including  in  one  case  the  number  of  children  over  5  and 
under  21  years  of  age,  and,  in  the  other,  those  over  6  and  under  17  years 
of  age. 

The  average  daily  attendance  of  pupils  during  the  school  year  is  found, 
for  each  school  district,  by  dividing  the  total  number  of  days'  attendance 
of  all  the  pupils  attending  school  during  the  school  year,  by  the  actual 
number  of  days  the  school  was  in  session.  The  average  daily  attendance 
for  each  district,  in  each  county  and  city,  is  thus  found;  and  these  num- 
bers, being  added,  give  the  total  average  daily  attendance  of  pupils  for 
each  county  and  city  in  the  State.  Such  average  daily  attendance  for  any 
county  shows  that  the  actual  aggregate  number  of  days'  attendance,  in  the 
county,  is  equal  to  what  the  number  of  days*  attendance  of  the  pupils, 
indicated  by  the  figures  placed  in  this  column,  would  be,  in  case  they  at- 
tended regularly  every  day  on  whieh  school  was  in  session  during  the 


Superintendent  of  Public  Instruction.  176 

year.  By  dWiding  the  aTerage  daily  at  ten  dance  for  any  county  or  city  by 
the  number  of  qualified  teachers  for  such  county  or  city,  we  ascertain  the 
ayerage  number  of  pupils,  for  each  qualified  teacher,  in  daHy  attendance 
at  the  schools  for  the  whole  time  school  was  in  session  during  the  school 
year. 

The  third  column  in  the  table  shows  the  proportionate  average  daily  at- 
tendance of  pupils  in  each  county  and  city,  for  each  qualified  teacher. 
These  numbers  again  differ  Tery  widely ;  ranging,  in  the  cities,  from 
28.45  in  Poughkeepsie,  to  68.67  in  Auburn  ; — in  the  rural  districts,  from 
10.05  in  Hamilton  county,  to  40.95  in  Richmond.  The  attendance  of  chjld- 
ren  has  been  equivalent,  in  the  whole  State,  to  an  average  number  of  over 
25  (25.55)  pupils  for  each  qualified  teacher,  attending  school  through  the 
year,  every  day  on  which  school  was  in  session ;  in  the  cities,  a  little  over 
40  (40.05)  pupils;  and  in  the  rural  districts,  over  21  (21.47)  pupils. 

The  figures  in  the  fourth  column  are  obtained,  for  each  county  and  city, 
by  dividing  the  average  daily  attendance  by  the  number  of  children  resi- 
dent therein,  over  5  and  under  21  years  of  age.  This  column,  therefore, 
shows  what  per  cent,  the  actual  aggregate  number  of  days'  attendance,  for 
each  county  and  city,  is  of  what  the  full  attendance,  of  all  the  children 
over  5  and  under  21  years  of  age  residing  in  the  county  or  city,  would  be, 
if  they  had  attended  school  every  day  on  which  school  was  in  session 
through  the  year.  In  other  words,  it  shows  how  large  an  average  daily 
attendance  at  school,  during  all  the  time  school  was  in  session,  there  was 
for  every  100  children  over  5  and  under  21  years  of  age,  residing  in  the 
county  or  city. 

The  figures  in  the  fifth  column  are  obtained  by  dividing  the  average 
daily  attendance,  for  each  county  and  city,  by  the  number  of  children 
resident  therein,  over  6  and  under  17  years  of  age.  Hence  it  shows  what 
per  cent,  the  actual  aggregate  number  of  days'  attendance  is  of  what  the 
full  attendance  of  all  the  children  over  6  and  under  17  years  of  age  would 
be,  if  they  (and  they  only)  had  attended  school,  through  the  year,  every 
day  on  which  school  was  in  session. 

The  numbers  in  these  last  mentioned  two  columns  are  of  great  interest, 
and  of  peculiar  significance, —  for  the  reason  that  they  show  pretty  accu- 
rately the  educational  status  of  the  various  counties  and  cities,  and  indi- 
cate the  degree  of  efficiency  of  the  public  schools,  and  of  the  interest  in 
them  shown  by  the  people.  Leaving  the  towns  of  Kings  county  out  of  the 
question,  which  give  only  2.16  per  cent.,  we  find  that  the  per  cent,  varies  in 
the  fourth  column,  in  the  rural  districts,  from  18.54  per  cent,  in  Richmond 
county,  to  88.02  per  cent,  in  Chenango  county ; —  in  the  cities,  from  19.42  per 
cent,  in  Poughkeepsie,  to  49.29  per  cent,  in  Auburn.  The  general  average  for 
the  rural  districts  is  29.06  per  cent.;  for  the  cities,  26.92  per  cent.;  for  the 
entire  State,  28.28.    Thus  we  see  that  the  total  attendance  of  all  the  child- 


176  TwdfOi  Annual  Report  of  the 

ren  ftttending  the  public  schools  in  th«  SUte  Is  about  28.28  per  cent,  of 
what  the  full  attendance  of  all  the  children  OTor  5  and  under  21  years  of 
age  would  be,  if  they  had  attended  erery  day  on  which  school  was  in  ses- 
sion through  the  year. 

The  numbers  in  the  fifth  column,  compared  with  each  other,  show  the 
same  ratios  as  those  of  column  4.  We  find  the  aggregate  attendance  in 
the  whole  State  to  be  41.14  per  cent  of  what  the  attendance  would  be  if  it 
consisted  of  the  full  attendance  of  all  those  children  only  over  6  and  under 
17  years  of  age,  attending  every  day  on  which  school  was  in  session.  In 
the»rural  districts  this  per  cent,  is  a  little  greater,  being  42.28 ;  while  in 
the  cities  it  is  89.16. 

The  sixth  column  shows  how  many  children,  orer  5  and  under  21  years 
of  age,  attend  the  public  schools  some  portion  of  the  year,  for  each  100 
children  over  6  and  under  17  years  of  age.     It  will  be  obserred  that  in  a 
majority  of  the   counties   the  whole  number  thus  attending  school  is 
greater  than  the  number  residing  in  such  counties  respectively,  over  0 
and  under  17  years  of  age.    It  must  not  be  inferred  from  this  that  all  the 
children  over  6  and  under  17  years  of  age  attend  the  public  schools  some 
portion  of  the  school  year.     Probably  they  do  not  in  any  case  ;  but  none, 
in  any  case,  are  reported  as  attending,  except  such  as  are  over  5  and  un- 
der 21  years  of  age.     To  explain  more  definitely  :  for  each  and  every  100 
children  in  the  State,  over  6  and  under  17  years  of  age,  there  are  nearly 
148  (mathematically  147.62)  children  over  6  and   under  21  years  of  age. 
Now  the  tabular  number  [in  the  sixth  column  for  Cattaraugus  county  is 
128.70 ;  which  shows  that  for  every  100  children  over  6  and  under  17 
years  of  age,  or,  what  amounts  to  the  same  thing,  every  148  children  over 
5  and  under  21  years  of  age,  residing  in  Cattaraugus  county,  128  (128.70) 
children  attend  the  public  schools  during  some  portion  of  the  school  year. 
It  will  be  seen  that  there  is  a  great  disparity  in  the  numbers  given  for  the 
different  counties  and  cities.     The  number  of  children  attending  public 
school  is  comparatively  smaller  in  the  cities  than  in  the  rural  districts. 
After  making  all  due  allowance  for  private  schools  in  the  cities,  it  still 
remains  true  that  the  number  of  children  growing  up  in  ignorance  is  com- 
paratively much  greater  in  the  cities  than  in  the  rural  districts.     The 
average  number  attending  school  some  portion  of  the  year,  for  every  100 
children  over  6  and  under  17,  or  every  148  over  6  and  under  21   years  of 
age,  ranges  in  the  several  cities  from  68  (57.99)  in  Utica,  to  99  (99.29)  in 
Schenectady — while  the  average  number  for  all   the  cities  is  89  (89.12). 
In  no  city,  except  New  York,  does  the  number  attending  school  some  por- 
tion of  the  school  year  equal  the  number  over  6  and  under  17  years  of  age. 
Leaving  the  towns  of  Kings  county  out  of  the  question,  where  the  number 
is  only  8.47,  the  numbers  range  in  the  rural  districts  ft-om  64  (64.29)  in 
Richmond  county,  to  124  (128.70)  in  Cattaraugus  county  ;  while  the  average 


Superintende7it  of  Public  Instmction.         177 

number  for  the  rural  districts  is  99  (98.89).     The  aTerage  number  for  the 
entire  State  is  95  (95.35). 

This  shows  that  the  whole  number  of  children  over  5  and  under  21  years 
of  age,  attending  the  public  schools  some  portion  of  the  year,  is  95.85  per 
cent,  of  the  whole  number  of  children  over  6  and  under  17  years  of  age 
residing  in  the  state.  There  are  38  counties,  in  each  of  which  the  number 
attending  school  some  portion  of  the  year  is  greater  than  the  number  orer 
6  and  under  17  years  of  age.  This  is  a  fact  very  gratifying  to  the  friends 
of  popular  education,  and  one  which  will  encourage  them  to  higher  and 
more  earnest  efforts  in  the  future,  and  re-assure  them  in  their  hopes  of 
final  and  complete  success  in  this  the  great  cause  of  the  people. 

The  seventh  column  is  obtained  by  dividing  the  average  daily  attend- 
ance  for   each  county  and  city,  by  the  corresponding  whole  number  of 
children  attending  school  during  some  portion  of  the  year.     The  numbers 
in  this  column  will,  therefore,  vary  from  two  causes :     First,  not  all  the 
children  attended   the  same  fractional   part  of  the  time  during  which 
school  was  in  session ;  and,  second,  the  children  did  not  all  attend  with 
the  same  regularity.     The  numbers  will  consequently  show  irregularity  of 
attendance ;  and  for  this  purpose,  more   particularly,  is  this  column  de- 
signed.    The  nearer  the  per  cent,  approaches  to  100,  the  greater  is  the  de- 
^ee  of  regularity  of  attendance,  and  the  greater  the  average  portion  of 
the  time  during  which  school  was  in  session  that  the  children   have  at- 
tended.    If  in  any  county  or  city  the  children  attending  school  some  por- 
tion of  the  year,  all  attended  regularly  every  day  school  was  in  session, 
€ben  the  average  daily  attendance  of  pupils  would  be,  for  such  county  or 
<:ity,  equal  to  the  whole  number  of  children  attending  school  at  all,  or  en- 
rolled on  the   register  of  attendance  ;  and  this  average  daily  attendance 
Ibeing  divided  by  the   number  registered,  the  dividend  and  divisor  being 
^qual,  would  show  100  per  cent.;  that  is,  the  attendance  at  school  of  those 
attending  at  all  would  be  perfect,  each    one  of  the  pupils  registered  at 
^he  school  having  attended  regularly  every  day  during  the  time  school  was 
open.     The  numbers  in   this  column  show,  also,  precisely  how  large  the 
average  daily  attendance  of  pupils  is  for  each  100  children  registered  at 
^lie  schools  as  having  attended  during  some  portion  of  the  year;  or,  in 
other  words,  what  percent,  the  actual  attendance,  for  the  school  year,  of 
*-lio*ae  children  attending  school  at  all,  is  of  what  their  attendance  would 
***Ve  been  had  they  attended  through  the  year,  regularly,  every  day  on 
''^^ich  school  was  really  in  session.     These  numbers  also  vary  considera- 
"'^-     Leaving  out  the  towns  of  Kings  county,  they  range  from  36.37  per 
^^*^t.  in  Sullivan  county,  to  74.20  per  cent,  in  the  city  of  Auburn.     It  will 
^    observed  from  these  numbers,  that   while  thp  number  of  children   at- 


t^^ing  school  some  portion  of  the  year  forms  'm  the  cities  a  less  per  cent, 
^he  whole  number  over  5  and  undei 
CVoi,,  XV,  No.  6.]  12 


^  he  whole  number  over  5  and  under  Zl  ^e^Fa  of  age,  than  in  the  r^r^l 


178  Twdfih  Annual  Report  of  the 

districts ;  yet  the  attendance  of  those  actually  going  to  school  is  more 
regular,  and  for  a  greater  portion  of  the  year,  in  the  cities,  than  in  the 
rural  districts. 

Some  of  the  counties  and  cities  have  a  fair  standing  in  some  of  the  co- 
lumns, while  in  others  they  do  not  appear  in  so  enviable  a  light.  Hence, 
to  find  the  proper  educational  status  of  any  county  or  city,  the  numbers 
relating  to  it,  standing  in  all  these  columns,  should  be  examined  and  com- 
pared. 

From  the  Tabular  Synopsis  of  Attendance  and  the  foregoing  remarks  in 
regard  to  it,  it  will  be  seen  that  there  was  an  immense  loss  of  time  from 
school  during  the  past  school  year.  Let  us  ascertain,  so  far  as  we  may,  its 
precise  amount.  That  the  estimate  may  be  fair  and  reasonable,  we  will 
compute  the  loss  for  those  children  only  who  are  over  6  and  under  17  years 
of  age.  The  number  of  children  in  the  State  over  5  and  under  21  years  of 
age,  as  reported  by  the  school  officers,  was  1,398,759.  The  number  over  6 
and  under  17  years  of  age  being,  as  previously  stated,  about  68.74  per  cent, 
of  these,  would  consequently,  be  very  nearly  961,618. 

Now,  every  day  during  the  year  some  of  this  last  number  were  in  school 
and  others  out  of  school ;  and  if  we  knew  the  average  number  of  those  in 
school,  then,  by  subtracting  it  from  961,518,  we  should  ascertain  the 
average  number  of  those  who  were  out  of  school.  The  average  number  of 
children  over  5  and  under  21  years  of  age  in  school  every  day  during  the 
year,  as  reported  by  the  school  officers,  was  395,617.  Some  of  these  were 
under  6  and  others  over  17  years  of  age.  Hence,  were  these  subtracted 
from  the  whole  number  in  school  (396,617),  evidently  we  should  find  the 
number  of  those  over  6  and  under  17  years  of  age,  who  were  in  school,  to 
be  less  than  896,617.  If  we  subtract  395,617  from  961,618,  we  obtain  for 
a  remainder  666,901.  But  the  number  of  children  over  6  and  under  17 
years  of  age  every  day  in  school  being  less  than  396,617  (the  number  pre- 
viously subtracted),  if  we  subtract  it  from  the  same  number,  961,518 
(which  represents  the  whole  number  of  children  in  the  state  over  6  and 
under  17  years  of  age),  we  shall  obtain  for  the  remainder  (which,  as  before 
stated,  must  represent  the  number  of  those  children  every  day  out  of 
school),  a  number  greater  than  566,901.  Therefore,  there  were,  during  the 
past  year,  in  the  State,  on  an  average,  more  than  665,901  children  over  6 
and  under  17  years  of  age  every  day  out  of  school.  This  amounts  to  an 
annual  loss,  by  children  of  this  age  only,  of  over  565,901  school  years'  in- 
struction. Thus  more  than  half  a  million  of  years'  instruction  have  been 
lost  in  a  single  year  ! 

Let  us  compute  this  loss  from  a  pecuniary  stand-point.  The  sum  paid  out 
in  the  State  for  public  schools  for  the  last  school  year,  was  $5,735,460.24. 
The  schools  were  open  to  all  these  children  during  the  whole  time  school 
was  in  session ;  and  hence,  those  failing  to  attend,  lost  the  benefit  of  this 


Superintendent  of  Public  Instrriction.  179 

money.  The  children  over  6  and  under  17  years  of  age  in  the  State  are 
about  68.74  per  cent,  of  those  over  5  and  under  21 ;  consequently  G8.74  per 
cent  of  this  sum  ($5,735,400.24)  is  the  portion  properly  applicable  to 
their  instruction,  audit  amounts  to  $3,942,555.36.  Those  attending  school 
are,  as  shown  by  the  5th  column  in  the  Tabular  Synopsis,  41.14  per  cent,  of 
the  whole  number  over  6  and  under  17  years  of  age;  consequently  (100  — 
41.14)  58.86  percent,  of  these  children  were  out  of  school.  Having  been 
out  of  school,  they  have  lost  the  benefit  of  their  share  of  this  money,  which 
(being  58.86  per  cent,  of  it)  amounts  to  $2,320,588.08. 

This  is  the  loss  for  a  single  year  ;  but  it  is  comparatively  a  small  share  of 
the  total  loss.  The  loss  of  a  single  year's  instruction,  viewed  pecuniarily, 
is  a  great  loss  to  the  child  so  losing  it.  *'  Knowledge  is  power,"  and  gives 
an  individual  increased  ability  to  earn  and  accumulate  money.  Let  us  sup- 
pose that  the  loss  of  each  child  losing  a  year's  instruction,  as  above  stated, 
was  equivalent  to  $50.00  over  and  above  the  loss  previously  estimated. 

This  sum  multiplied  by  565,901,  the  number  of  children  over  6  and 
under  17  years  of  age  every  day  out  of  school,  gives  $28,295,050;  which, 
added  to  $2,320,588.08.  the  other  sum  lost,  gives  $30,615,638.08. 

This  is  the  loss  for  one  year.  Were  this  state  of  things  to  continue,  the 
loss  would  increase  from  year  to  year  in  the  same  ratio  with  the  increase 
of  population.  But  were  only  this  loss  to  occur  annually,  in  a  single 
decade  it  would  amount  to  $306,156,380.80.  In  50  years  it  would  reach 
$1,530,781,904,  which  exceeds  by  $14,925,475  the  total  valuation  of  the 
taxable  property  in  the  State,  as  given  by  the  local  assessors  in  the  year 
1865! 

Great  as  this  loss  appears,  thus  estimated,  it  is  infinitely  greater  when 
regarded  in  a  mental  and  moral  point  of  view.  What  is  lost  is  of  too 
precious  a  nature  to  admit  of  measurement  by  any  commercial  standard  of 
value.  It  is  personal  and  direct  to  the  children  losing  the  instruction  and 
its  power  for  usefulness,  and  it  subtracts  just  so  muoh  from  the  sum  total  of 
what  should  be  the  united  power  and  wisdom  of  the  future.  The  harvest 
time  of  youth  is  lost,  and  often  times  supplanted  by  damage  and  mischief. 
Human  happiness,  all  the  beneficial  results  which  must  surely  flow  from  a 
knowledge  of  their  political  duties  as  citizens  of  a  free  country,  from  a 
proper  appreciation  of  the  principles  of  social  ethics,  and  from  a  conscien- 
tious understanding  of  the  obligations  of  obedience  to  the  wholesome 
restrictions  and  directions  of  laws,  both  human  and  divine — all  are 
jeopardized,  or  lost,  or  worse  than  lost. 

In  whatever  light  presented,  the  fact  of  this  non-attendance  at  the  schools 
should  command  the  serious  attention  of  the  Legislature.  To  the  State  and 
to  the  world  this  is  of  greater  importance  than  all  the  canals,  rail  roads  and 
banks  which  deservedly  occupy  so  much  attention.  *<  Instruction  is  the 
good  seed  sown,  which  yieldeth  some  fifty  and  some  an  hundred  fold." 

But  the  question  arises.  What  are  the  practical  remedies  ?  I  answer 
that  the  time  may  come  when  the  Qtate  will  be  oblfged  to  make  attendanqe 


180  TwdfOi  Annual  Report  of  (he 

obligatory  for  her  own  safety.  She  may  be  obliged  to  do  so,  compelled  by 
her  sense  of  duty  to  protect,  in  the  enjoyment  of  their  right  in  the  schools, 
those  who  are  too  young  and  dependent  to  protect  themselves.  Surely, 
she  can  allow  neither  the  minds  nor  the  bodies  of  her  children  to  stanre, 
when  herself  blessed  with  abi^ndance. 

Granting  that  every  child  has  a  right  to  only  so  much  instruction  as  shall 
fit  him  for  the  most  ordinary  duties  of  the  citizen  and  the  man  ;  then  the 
school,  and  the  use  of  the  time  of  his  life  when  his  activities  are  in  full 
play,  are  for  him  also ;  they  are  the  means  necessary  to  the  end,  and  no 
parent  or  guardian  can  justly  deprive  him  of  either.  No  guardian  is 
excusable  for  starving  the  mortal  body  of  his  ward:  if  he  does  so,  the 
law  steps  in  and  deals  with  him,  and  no  one  complains  of  the  humane 
interference,  nor  doubts  the  rightful  authority  of  the  law.  How  much 
more  reprehensible  is  the  wrong  when,  through  thoughtlessness,  parsimo- 
niousness  or  malevolence,  such  starving  process  is  inflicted  upon  the  im- 
mortal  mind  !  And  if  this  starving  system  be  persisted  in  after  persua- 
sive and  every  other  corrective  measures  have  been  tried  and  failed,  who 
will  question  the  just  expediency  of  a  law  to  compel  attendance  upon  school 
instruction  ? 

Such  a  law,  however,  should  be  the  last  resort.  Invitation  and  per- 
suasion are  more  in  accordance  with  the  genius  of  our  institutions,  than 
the  exercise  of  compulsory  power ;  and  it  seems  to  me  that  the  wisdom  of 
the  state  should  first  undertake  to  make  the  schools  so  attractive,  and 
mental  application  so  pleasant  and  its  results  so  desirable,  that  the  multi- 
tudes of  absentees  and  truants  will  voluntarily  and  cheerfully  seek  the 
school-room  with  punctuality.  A  resort  to  measures  requisite  for  such  a 
purpose  is  so  unquestionably  within  the  jurisdiction  of  legislative  power, 
that  objection  could  not  be  raised. 

First,  then,  the  State  should  make  ample  provision  for  the  preparation  of 
teachers,  who  will,  by  all  their  words  and  deeds,  command  the  attention 
and  gain  the  confidence  and  love  of  both  parents  and  children.  To  secure 
such  preparation,  many  more  normal  and  training  schools  should  be  es- 
tablished and  provided  with  an  efficient  support ;  teachers'  institutes  and 
associations  should  be  encouraged ;  and  the  appropriation  for  the  former 
should  be  so  increased,  that  two  or  more  corps  of  skillful  teachers  can  be 
constantly  employed  in  the  different  counties  in  giving  instruction  to  the 
local  teachers.  A  comparatively  small  appropriation  for  this  purpose 
would  be  of  invaluable  service.  The  salaries  of  the  School  Commissioners, 
also,  should  be  so  increased,  as  to  enable  them  to  devote  their  entire  time 
to  their  noble  work. 

Finally,  the  proposition  that  "  the  property  of  the  State  should  educate 
the  children  of  the  State,''  should  be  carried  out,  by  making  the  schools 
at  once  and  forever  FBSB.  From  the  inception  of  our  school  system,  the 
support  of  schools  by  taxation  of  property  has  been  sanctioned  by  suooee- 


Superintendeni  of  Public  Instruction.  181 

11  re  legiBlatire  enactmenU.  Since  that  early  period,  by  authority  of  sta- 
tute law,  the  property  of  school  districts  has  been  taxed  for  the  purchase 
of  sites,  for  erecting  and  furnishing  school-houses,  and  for  the  payment  of 
exemptions  from  and  deficiencies  in  rate  bills.  The  Constitution  of  1822 
dedicated  to  the  common  school  fund  all  the  proceeds  of  the  lands  be- 
longing to  the  State,  and  the  income  therefrom  to  the  support  of  schools. 
The  Constitution  of  1846  confirms  that  dedication  by  declaring  that  the 
capital  of  that  fund  shall  be  preserved  inviolate,  and  its  revenues  applied  to 
the  support  of  common  schools  ;  and  the  provision  is  included,  that  $25,000 
from  the  revenue  of  the  United  States  deposit  fund  shall  be  annually  added 
to  the  common  school  fund.  The  Legislature  of  1851,  after  the  people 
had  declared  by  an  overwhelming  vote  in  favor  of  taxation  for  the  entire  sup- 
port of  the  schools,  or,  in  other  words,  that  the  property  of  the  State  should 
educate  the  children  of  the  State,  authorized  a  state  tax  of  $800,000  for 
this  purpose ;  and  the  Legislature  of  1856  increased  this  amount  by 
making  the  tax  three-fourths  of  a  mill.  Numerous  special  acts,  based  on 
the  same  just  and  wise  policy,  have  been  passed  from  time  to  time,  by 
means  of  which  the  schools  of  our  cities  and  of  many  of  our  villages  are 
supported  wholly  by  taxation  upon  property.  Under  authority  of  law, 
the  people  of  other  villages  and  thickly  populated  districts,  have  organized 
union  free  schools  ;  thus  by  voluntary  action  sanctioning  this  policy,  and 
acknowledging  its  justice. 

If  the  hundreds  of  thousands  intellectually  starved  by  the  operation  of 
the  adiout  rate  bill  could  rise  up  in  contrast  with  those  generously  nour- 
ished by  the  free  system,  the  revolution  in  favor  of  the  latter  would  be- 
come an  "irrepressible  conflict,'*  which  would  result  in  the  total  over- 
throw of  that  slavish  love  of  gain,  which  denies  the  common  brotherhood 
of  man,  and  ignores  the  divine  command,  "Love  thy  neighbor  as  thyself." 
I  can  conceive  no  higher  legislative  obligation  than  that  of  making  provi- 
sions by  which  the  portals  to  the  school  shall  be  thrown  more  widely  open ; 
because  I  know  of  no  other  one  mode  by  which  attendance  can  be  so 
4|enerally  encouraged  in  the  rural  districts. 

I  may  be  allowed,  in  this  connection,  to  manifest  a  special  anxiety  for 
tiie  children  of  those  soldiers  and  sailors  who  have  died  or  been  disabled 
while  serving  in  the  army  or  navy  of  the  United  States,  by  recommending 
that  provision  be  made  by  which  the  public  schools  shall  be  required,  and 
all  other  institutions  of  learning  that  participate  in  the  distribution  of 
tiny  of  the  public  moneys  be  induced,  to  give  them  instruction  free  of 
tuition.  It  is  believed  that  this  boon  should  be  generously  and  freely  ex- 
tended and  made  an  inheritance^  a  right,  recognized  and  secured  by  the 
'ttijesty  of  law^     Surely  a  manifestation  of  an  earnest  gratitude  for  the 


182  TwdfiJi  Annual  Report  of  the 

Bervioes  and  sacrifices  of  their  fathers  would  be  worthy  of  a  grateful  peo- 
ple. How  80  touchingly  manifest  that  gratitude,  as  by  such  a  provision 
for  their  children.  If  in  other  times  the  life  of  this  nation  shall  be  again 
imperiled,  where  so  hopefully  look  for  the  loyal  and  the  braye,  as  to  these 
foster-children  whose  incentiye  shall  be,  not  only  to  imitate  the  manly  and 
patriotic  deeds  of  their  fathers,  but  to  shield  the  Protectress,  who,  In  their 
early  years,  folded  them  in  her  arms  with  a  loving  kindness  second  only  to 
that  of  Him  who  gave  to  us  the  victory  ? 

INSTITUTION  FOR   THE   DEAF   AND   DUMB. 

The  Annual  Report  of  the  Board  of  Directors  of  the  New  York  Institu- 
tion for  the  Instruction  of  the  Deaf  and  Dumb,  for  the  year  ending  Decem- 
ber 81,  1865,  will  exhibit  the  increasing  efficiency  and  usefulness  of  that 
noble  institution,  which  for  nearly  fifty  years  has  done  such  signal  service 
in  the  interest  of  a  most  unfortunate  class  ;  opening  before  them  a  new 
world  of  effort  and  enjoyment,  and  advancing  them  to  usefulness  and 
honor. 

This  institution  was  incorporated  in  1817,  and  its  management  was  ves- 
ted in  a  society  which  now  numbers  669 life  members,  representing  differ- 
ent parts  of  the  State.  At  their  annual  meeting  in  May,  the  Society 
elect  a  Board  of  Directors,  composed  of  gentlemen  of  high  standing  and 
intelligence,  who  devote  gratuitously  much  time  to  the  trust  committed  to 
them. 

The  buildings  occupied  by  the  institution,  which  were  finished  in  1856, 
are  situated  oi;^  Washington  Heights,  in  a  commanding  position  on  the 
Hudson  river.  The  site  is  peculiarly  attractive  and  salubrious,  and  the 
buildings  are  admirably  adapted  to  the  purpose  for  which  they  were  erected. 

The  grounds  owned  by  the  institution  comprise  87}  acres,  and  are  in  a 
high  state  of  cultivation. 

This  institution  is  now  the  largest  of  its  kind  in  the  world ;  and  the 
system  of  instruction  is  believed  to  embrace  all  that  is  valuable  in  other 
similar  institutions,  and  to  present  additional  features,  the  value  of  which 
experience  has  successfully  demonstrated.  The  venerable  and  accom- 
plished Principal,  Dr.  Peet,  is  assisted  by  a  full  corps  of  able  and  experi- 
enced teachers. 

In  the  intervals  of  study  the  pupils  are  exercised  for  two  or  three  hours 
each  day  in  mechanical  trades,  that  they  may  thus  be  prepared  to  support 
themselves  by  their  own  industry,  when  they  pass  from  the  care  of  the  in- 
stitution. 

The  aggregate  number  of  pupils  the  past  year  has  been  402  :  284  males, 
and  168  females ;  of  these,  267  are  supported  by  the  State,  81  by  the 
counties,  13  by  the  State  of  New  Jersey,  2  by  the  Institution,  and  89  by 
their  friends.  The  whole  number  of  pupils  the  preceding  year  was  only 
854,  of  whom  266  were  State  pupils. 

The  Annual  Report  of  the  Institution  will  exhibit  in  full  the  state  of  its 


Superintendent  of  Public  Instruction.  183 

finances,  and  as  in  1865,  will  show  an  insufficiency  in  the  appropriation  to 
^eet  expenses.  The  per  capita  allowance  by  the  State  is  only  $180;  a 
sum  obTiously  inadequate,  in  yiew  of  the  peculiar  care  necessary  to  be  be- 
stowed upon  these  pupils,  and  of  the  present  and  prospectiye  high  prices 
of  all  the  means  of  living.  These  necessities,  it  is  almost  superfluous  to 
say,  call  most  urgently  upon  the  Legislature  to  grant  a  more  efficient  re- 
lief—  a  relief  demanded  on  the  score  of  justice  as  well  as  of  charity  —  to 
these  our  unfortunate  fellow  creatures,  thus  doomed  to  pass  their  Uycs  in 
the  dreary  realms  of  silence. 

It  is  also  suggested,  that  the  amount  to  be  paid  by  counties  sending 
pupils  under  12  years  of  age,  as  provided  by  chapter  325  of  the  Laws  of 
1868,  which  is  fixed  at  $150  per  annum,  should  be  correspondingly 
increased. 

NEW  YORK  INSTITUTION  FOR  THE  BLIND. 

The  number  of  pupils  in  the  New  York  Institution  for  the  Blind,  on  the 
30th  day  of  September  18G5,  was  121  :  of  these,  108  are  supported  by  the 
State  of  New-York;  8  by  New-Jersey;  and  5  by  their  friends.  There 
are  twenty-one  teachers:  seven  in  each  department,  literary,  musical  and 
mechanical. 

The  course  of  study  comprises  the  common  English  branches,  together 
with  natural  philosophy,  algebra,  geometry,  history,  the  use  of  the  globes, 
music,  and  mechanical  pursuits.  In  all  of  these,  the  progress  of  the  pupils 
for  the  past  year  is  reported  as  satisfactory. 

No  special  changes  mark  the  history  of  the  Institution  for  the  year. 
The  same  successful  methods  of  instruction  are  pursued  as  heretofore. 
Full  particulars  will  be  found  in  the  Annual  Report  of  the  Institution. 

I  still  retain  the  conviction  of  the  duty  of  the  State,  to  provide  for  all 
the  blind  who  shall  desire  it,  a  Home,  where  intelligent  and  benevolent 
hands  may  minister  to  their  culture  and  happiness,  and  where  the  com- 
petent may  be  employed  in  some  industrial  vocation,  for  the  purpose  of 
attracting  their  attention  from  the  dismal  prospects  of  their  hopeless 
afflictions,  and  of  enabling  them  to  contribute  to  their  own  support.  It  is 
not  enough  to  provide  for  their  scholastic  education.  They  are,  for  the 
most  part,  dependent  after  they  have  passed  creditably  the  examination  of 
the  schools,  and  ought  not  then  to  be  committed  to  the  uncertain  and  fickle 
charity  often  grudgingly  awarded  by  the  sympathy  of  individuals. 

INDIAN   SCHOOLS. 

The  Annual  Reports  of  the  local  Superintendents  of  the  Indian  Schools 
on  the  several  reservations,  presented  herewith  in  Appendix  marked  (D), 
will  show  the  condition  of  those  schools,  and  justify  the  provision  made  by 
the  State  for  their  support.  The  average  time  during  which  they  were  in 
session  in  the  school  year  ending  with  the  30th  day  of  September  1865, 


184  Tvodflh  Annual  Report  of  the 

was  28f  weeks,  witb  an  aggregate  attendance  of  971  pupils.  The  pre- 
scribed time  for  attendance  was  greater ;  but  owing  to  the  rise  of  prices* 
and  the  smallness  of  the  appropriation  authorized,  the  time  was  reduced, 
and  the  necessary  repairs  of  the  school-houses  were  deferred.  Nearly  all 
the  school-houses  need  either  slight  repairs  or  additional  apparatus, 
and  two  or  three  new  school  houses  are  wanted.  These  much  needed  im- 
proyements  may  be  made  at  an  expense  of  a  few  hundred  dollars,  in  ad- 
dition to  the  proffered  voluntary  contribution  of  the  Indians  themselves; 
still  the  Superintendent  cannot  direct  them  to  be  undertaken  without  an 
increase  of  appropriation,  unless  by  yet  further  reducing  the  school  terms, 
which  in  his  judgment  ought  not  to  be  done. 

The  following  extract  from  a  letter  written  by  the  Rev.  Asheb  Wbiobt, 
Missionary  on  the  Cattaraugus  and  Allegany  reservations,  is  of  interest  in 
this  connection : 

'*  The  progress  and  natural  growth  of  the  system  begin  to  call  for  a 
larger  amount  of  means.  The  Indians  are  very  generally  becoming  inter- 
ested in  the  education  of  theif  children.  Neighborhoods  entirely  indif- 
ferent, if  not  actually  opposed,  a  few  years  ago,  are  now  earnestly  plead- 
ing for  schools.  The  Seneca  Council  has  appropriated,  within  a  few 
months,  nearly  six  hundred  dollars  for  the  erection  of  school-bouses;  and 
another  will  probably  be  built  during  the  coming  year,  requiring  further 
aid  from  the  State.  When  these  four  houses  are  built,  there  will  be  eleven 
schools  on  this  reservation  (Cattaraugus),  and  only  one  small  neighbor- 
hood not  accommodated.  *  *  *  The  Indians  here  will  doubtless  come  up 
more  and  more  into  the  work  of  sustaining  their  own  schools,  so  that  ere 
long  the  Slate  will  be  able  to  withdraw  gradually  from  the  work.  For  the 
present  year,  however,  and  perhaps  the  next,  the  starting  of  these  new 
schools  seems  to  make  it  very  desirable  —  I  ought  to  say  necessary  —  that 
the  State  should  increase  its  appropriation,  notwithstanding  all  that  the 
Indians  have  done,  or  may  be  induced  to  do,  for  helping  on  the  enterprise." 

The  following  is  an  abstract  of  the  receipts  and  disbursements  on  aoconnt 
of  Indian  schools  during  the  year : 

Receipts, 
1864. 

Oct.  1.    Balance $  927  62 

"  Appropriation  (chapter  280, 1864), 4,000  00 

1866. 

Jan.  27.  Free  School  Fund, 1,647  04 

April  28.  Extra  Appropriation  (chapter  668,  1866) 1,000  00 

$7,474  66 


SuperirUendeni  of  Public  Instruction.  185 

Paid  during  the  year, 

Cattaraagus  and  Allegany, $4J72  45 

Oneida, 832  02 

Onondaga, 199  77 

Tonawanda 219  01 

Tuscarora 610  08 

Saint-Regis, 486  00 

Shinecock, 118  00 

6,981  28 

Balance  October  1,  1865, $1,498  28 

Paid  since  October  to  January 712  28 

$781  05 
Appropriation  (chapter  851,  1865), 4,000  00 

Balance  January  1,  1866, $4,781  05 

Against  January  1,  1865  :  $3,467.88. 

The  Digest  of  Statistics,  Appendix  E,  will  show  the  census  of  Indian 
children  of  school  age,  the  number  of  weeks'  school  in  each  district,  the 
whole  number  of  children  attending  school,  their  ayerage  attendance,  and 
the  amount  expended  on  each  of  the  reserrations. 

These  schools  have  been  in  operation  during  the  last  nine  years,  and  their 
benign  influence  is  already  made  apparent  in  a  variety  of  ways.  The 
Talue  of  intellectual  culture  is  better  perceived  and  more  clearly  ap- 
preciated by  both  adults  and  children.  The  Indian  youth  are  taught  to 
read  understandingly,  and  to  find  enjoyment  and  iobproyement  in  the  peru- 
lal  of  well- written  books  of  entertainment  and  instruction :  they  thus 
acquire  rapidly  a  knowledge  of  the  practical  habits  and  refined  manners 
of  civilized  society,  and  become  qualified  to  occupy  a  more  respectable 
and  useful  position  in  the  general  community. 

I  need  only  inyite  your  attention  to  the  fact,  that,  to  support  these  or 
any  other  schools,  the  appropriation  must  be  nominally  greater  than  in 
former  years. 

THOMAS  OHPHAN  ASYLUM. 

The  Report  of  the  Trustees  of  this  Institution  will  be  found  in  Appendix 
marked  (C) ;  and  your  special  attention  is  invited  to  the  facts  therein 
stated,  in  the  confident  belief  that  their  economical  management  will  meet 
your  approval,  and  that  an  institution  so  worthy,  and  so  modest  in  its 
claims,  will  not  be  neglected  when  you  shall  make  provision  for  the  sup- 
port of  those  who  are  so  unfortunate  as  to  be  dependent  upon  the  charity 
of  the  State,  for  shelter,  food,  clothing  and  education. 

It  will  be  observed  with  compassion,  that  the  fathers  of  some  of  the 
children  supported  in  this  asylum,  generouily  sacrificed  their  lives  in  the 


186  Tvcdfth  Annual  Report  of  the 

late  war,  to  defend  and  perpetuate  the  goTernment ;  leaving  their  children 
in  iheir  tender  years,  **  without  where  to  lay  their  heads." 

STATE  NORMAL  SCHOOL. 

During  the  past  year,  embracing  the  forty -first  and  forty- second  terms, 
one  hundred  and  seventy-nine  candidates  for  admission  were  examined, 
and  one  hundred  and  sixty-seven  passed  the  examination  and  entered 
upon  the  prescribed  course  of  study.  Of  these,  seventy-eight  had  pre- 
viously taught  school  for  an  average  of  seventeen  and  one-third  months. 
The  average  nge  of  those,  when  admitted,  was  nineteen  and  one-fourth 
years.  The  whole  number  of  pupils  who  were  in  attendance  was  two 
hundred  and  seventy-eight,  of  whom  fifty-one  were  males  and  two  hundred 
and  thirty-seven  were  females.  Fifty  pupils  completed  4he  full  course  of 
instruction,  and  received  diplomas ;  of  whom  five  were  males  and  forty- 
five  were  females.  Thirty-one  of  the  counties  were  represented  in  the 
graduating  classes. 

The  whole  number  of  graduates  since  the  commencement  of  the  school 
is  one  thousand  four  hundred  and  eighty-eight:  the  whole  number  admitted 
to  the  school,  during  the  same  time,  is  four  thousand  one  hundred  and 
fourteen.  Over  thirty-six  per  cent,  have,  therefore,  graduated;  a  fact 
which,  in  view  of  the  severity  of  the  course,  the  infirmities  of  some  and  the 
limited  pecuniary  ability  of  others,  is  deemed  creditable  to  the  general 
conduct  of  the  school. 

During  the  late  war  there  was  a  marked  diminution  in  the  number  of 
male  puj>ils,  and  since  its  close  an  increase ;  and  there  may  now  be  seen 
in  the  school  young  men  who  bear  honorable  marks  of  the  desperate  con- 
flict in  which  they  were  courageous  actors.  That  the  number  of  this 
honored  class  will  increase  during  this  year  is  confidently  anticipated  ;  for 
teaching  is  one  of  the  occupations  in  which  they  may  hopefully  engage 
among  a  grateful  people — though  they  may  be  maimed  and  **  bear  the 
empty  sleeve  or  wooden  leg"  —  the  unmistakable  symbols  of  our  ** legion 
of  honor."  But  it  is  not  anticipated  that  the  number  of  male  pupils  will 
be  again  as  large  as  in  former  years ;  they  have  a  larger  field  than  woman 
from  which  to  choose  their  vocation ;  and  of  those  in  whose  veins  the  life 
blood  flows  full  and  free,  there  are  but  few  so  modest,  philanthropic  and  self- 
sacrificing  as  to  choose  a  vocation  to  which  is  attached  comparative  secla* 
sion  and  a  precarious  reward,  rather  than  one  giving  a  greater  sphere  of 
activity  and  more  frequently  crowned  with  riches  and  honor.  Woman 
already  has  charge  of  the  primary  departments  in  graded  schools,  and,  to  a 
very  great  extent,  the  sole  charge  of  the  schools  of  the  rural  districts, 
Of  this  I  am  heartily  glad;  for  she  is,  by  nature,  better  qualified  for  the 
delicate  and  often  difficult  task.  She  is,  also,  taking  an  honorable  position 
in  the  higher  schools,  showing  herself  competent  to  perform  successfully 
the  duties  heretofore  assigned  almost  exclusively  to  her  brothers.     When  to 


Superintendent  of  Public  Instruction.  187 

her  shall  be  awarded  an  equal  remuneration  for  equal  serrioes,  she  will 
more  studiously  and  cheerfully  qualify  herself  for  the  good  work. 

The  forty-third  term  (the  first  of  the  twenty-second  year  of  this  school) 
commenced  on  the  third  Monday  of  last  September ;  and  the  number  of 
pupils  now  in  attendance  is  223.  This  number,  notwithstanding  many  of 
the  undergraduates  are  teaching  winter  schools,  and  the  high  price  of  board 
prerents  the  attendance  of  others,  is  greater  than  that  of  the  corresponding 
term  for  several  years  past. 

Long  needed  repairs  and  improTements  in  the  school  building  have  been 
made,  which  contribute  to  the  health,  conyenience  and  instruction  of  the 
pupils.  They  have  cost  something,  but  they  have  so  increased  the  capacity 
of  the  Experimental  and  Primary  departments  that  the  increase  of  receipts 
for  tuition  from  those  departments,  during  the  first  year,  will  nearly  equal 
this  necessary  and  imperative  expenditure. 

Fac}dtif, 

Oliver  Arbt,  A.M., 
Principal,  and  Professor  of  Moral  and  Intellectual  Philosophy. 

Rev.  Frederick  S.  Jewell,  A.M., 
Professor  of  the  English  Language  and  Literature. 

KoDNET  G.  Kimball,  A.M., 
Professor  of  Mathematics. 

Lb  Rot  C.  Coolet,  A.M., 
Professor  of  Natural  Sciences. 

John  H.  French,  LL.D., 
Professor  of  Theory  and  Practice  of  Teachint^,  and  Superintendent  of  tht 
Experimental  and  Primary  Departments. 

Albert  N.  Husted, 
Teacher  of  Mathematics. 

T.  Spencer  Lloyd, 
Teacher  of  Vocal  Music. 

Louisa  Ostrom, 
Teacher  of  History  and  Drawing. 

Mart  E.  Butler, 
Teacher  of  Reading  and  Mental  Arithmetic. 

Mart  E.  Howell, 
Teacher  of  Arithmetic  and  Grammar. 

Sylvia  J.  Eastman, 
Model  Teacher  in  the  Experimental  Department. 

Amanda  P.  Funnbll, 
Model  Teacher  in  the  Primary  Department. 

'^  may  be  observed  that  there  have  been^  since  the  last  report,  some 
^"^tjges  in  the  Faculty.  At  the  close  of  the  forty-second  term,  Professor 
^^^Hams  D.  Huntley  tendered  his  resignation  as  the  Superintendent  of  the 
^^perimental  department,  and  John  H.  French,  LL.D.,  received  from  the 

^otnmittee  the  appointment  as  '*  Professor  of  the  Theory  and  Practice  of 


188  Tvodfih  Annual  Bejpart  of  the 

Teaching,  and  Superintendent  of  the  Experimental  and  Primary  Depart- 
ments.*' Mr.  Huntley  had  filled  the  position  he  resigned  for  the  nint 
preceding  years  with  ability  and  fidelity  ;  and,  without  detracting  from  his 
superior  merits,  it  is  due  to  the  reputation  of  the  school  to  award  to  hia 
successor  very  high  qualifications  —  the  result  of  ripe  experience  as  a 
practical  teacher,  of  long  years  of  close  study  of  the  modes  by  which  intel- 
lectual and  moral  power  may  be  developed  and  knowledge  acquired^  and 
classified  and  applied  with  facility  to  useful  purposes. 

In  consequence  of  an  increase  in  the  number  of  pupils  in  the  Experi- 
mental department,  and  the  necessity  of  superTising  more  carefully  tha 
practice  of  the  pupil-teachers  from  the  Normal  department,  a  model 
teacher  was  employed  for  that  department.  A  short  experience  has  already 
shown  the  propriety  of  this  addition  to  the  corps  of  teachers. 

The  well-earned  reputation  of  the  Principal  of  this  school  as  a  successful 
teacher,  and  a  pure  and  high-minded  Christian  gentleman,  has  attracted 
many  pupils  to  the  school ;  and  that  he  will  greatly  increase  its  popularity 
and  usefulness,  is  confidently  believed. 

For  a  detailed  account  of  the  expenses,  you  are  respectfully  referred  to 
the  Report  of  the  Executive  Committee,  who  have  the  management  of  this 
school. 

OSWEGO   NORMAL  AND   TRAINING   SCHOOL. 

This  Normal  and  Training  School  was  established  April  15,  1861,  by  the 
Board  of  Education  of  the  city  of  Oswego,  and  has  hitherto  been  mainly 
devoted  to  the  training  of  teachers  for  primary  schools.  Its  projectors 
contemplated  the  preparation  of  teachers  for  the  Oswego  schools  only; 
but  the  popularity  of  the  methods  of  instruction  adopted,  and  the  urgent 
general  demand  for  teachers,  soon  brought  so  many  applications  for  ad- 
mission from  other  parts  of  the  State,  that  the  Legislature  of  1863  was 
induced  to  make  an  annual  appropriation  of  $8,000  for  the  support  of  the 
school,  on  condition  that  suitable  buildings  and  accommodation  should  be 
furnished  for  its  use ;  that  not  less  than  fifty  teachers  should  be  taught 
therein  each  year  for  a  period  of  at  least  forty  weeks  ;  and  that  each  Sena- 
torial district  should  be  entitled  to  send  thereto  annually,  free  of  tuition, 
two  first  class  teachers. 

The  Board  of  Education  selected  one  of  the  best  school-houses  in  the 
city  for  the  use  of  the  school,  and  furnished  all  the  necessary  means  for 
conducting  the  business  of  instruction  ;  and  the  institution  was  opened, 
under  the  patronage  of  the  State  on  the  17th  day  of  April,  1864.  But 
experience  soon  disclosed,  what  those  who  drew  the  act  did  not  perceive, 
that  compliance  with  the  provisions  for  the  payment  of  the  appropriation 
and  the  selection  of  pupils  were  impracticable.  Therefore  the  Legislature 
of  1806  so  amended  the  act,  that  except  for  the  first  year,  the  appropria- 
tion for  its    support  should  be  six   thousand  dollars  annuaUy  for  two 


Saperintefndent  of  Public  Instruction.       •  189 

jearsy  on  the  conditions  that  each  county  should  be  entitled  to  as 
many  pupil-teachers  therein  as  it  has  representatives  in  the  House  of  As- 
sembly ;  and  that  the  citizens,  or  the  board  of  education,  of  the  city 
of  Oswego  should  proTide  a  suitable  building  for  the  accommodation  of 
the  school.  This  last  condition  has  been  accepted,  and  generously  com- 
plied with  by  the  purchase  and  appropriation  for  the  purpose  of  a  large 
and  commodious  edifice  with  ample  grounds,  located  in  one  of  the  most 
prominent  sections  of  the  city,  commanding  a  fine  view  of  the  entire  town, 
lake  and  surrounding  country.  The  main  part  of  this  building  is  con- 
structed of  cut  limestone,  and  the  wings  of  wood ;  it  is  three  stories  high, 
153  feet  in  length,  130  feet  in  depth,  and  is  yalued  at  $50,000.  It  contains 
ample  and  most  convenient  accommodations  for  600  children  in  the  model 
and  practicing  schools,  and  for  260  or  800  pupils  in  the  normal  depart- 
ment. Another  term  will  commence  on  the  28th  of  February  next,  when 
the  building  will  be  completed  and  appropriated  to  the  use  of  the  school. 

The  whole  number  of  pupil  teachers  wjio  have  received  instruction  in 
this  school  since  its  organization  is  185,  of  whom  106  have  graduated,  and 
most  of  them  are  doing  efficient  work  in  the  schools  at  remunerative  sala- 
ries. 

Board  of  Instructors. 

Edwaed  a.  Sbsldon,  A.M., 
Superintendent,  and  Professor  of  Didactics. 

John  W.  Armstrong,  A.M., 
Head  Master,  and  Professor  of  Natural  Science  and  Moral  Philosophy. 

Isaac  B.  Poucher, 

Superintendent  of  Model  and  Practicing  Schools,  and  Teacher  of  Higher 

Arithmetic  and  Algebra  in  Training  School. 

Herman  Erusi, 
Teacher  of  Form,  Drawing,  Geometry   and  History,  and  Philosophy  of 

Education. 

Emerson  J.  Hamilton,  A.M., 
Teacher  of  Rhetoric,  Composition,  History  and  Higher  Mathematics. 

ViRoiL  C.  Douglass, 
Teacher  of  Writing  and  Book-keeping. 

James  H.  Hoosb,  A.M., 
Assistant  in  the  Department  of  Natural  Science. 

Mart  H.  Smith, 
Teacher  of  Geography,  Geometry  and  Mental  Philosophy. 

Matilda  S.  Cooper, 
Teacher  of  Elementary  Arithmetic  and  Grammar. 

Ellen  Seavbr, 
Teacher  of  Botany,  Methods  of  giving  Object  Lessons  and  Moral  Instruc- 
tion, and  Critic  in  the  Junior  Practicitfg  School. 


190  Twdfth  AnrmoU  Eeport  of  the 

Mart  Perkins, 
Aisistant  Teacher  in  Form,  Drawing,  Geography,  and  Critic  in  Practicing 

Schools. ' 

S.  C.  Bancroft, 
Teacher  of  Vocal  Music. 

Leonora  T.  Clapp, 
Principal  and  Critic  of  the  Primary  Practicing  School. 

Kate  Davis, 
Assistant  Critic  in  Primary  Practicing  School. 

LoisE  Brant, 
Assistant  Critic  in  Junior  Practicing  School. 

.Kate  Whitney, 
-  Teacher  of  Model  Graded  School. 

Sarah  M.  Haskell, 
Teacher  of  Model  Ungraded  School. 

The  following  courses  of  instruction  have  been  prescribed,  in  yiew  of 
the  design  of  the  school : 

The  Elementary  Preparatory  Course,  which  is  limited  to  one  term  of 
twenty  weeks,  is  devoted  chiefly  to  instruction  in  spelling,  reading,  writ- 
ing, single-entry  book-keeping,  linear  and  object  drawing,  physical  and 
political  geography,  oral  and  written  arithmetic,  history,  analysis  of  words, 
impromptu  composition,  and  essays.  Pupils  found  not  qualified  in  the 
subjects  and  exercises  here  named,  are  required  to  become  so  before  being 
admitted  to  a  higher  course. 

The  Elementary  Training  Course  is  limited  to  one  year  of  two  terms,  each 
twenty  weeks,  and  includes  instruction  in  the  methods  of  teaching  the 
branches  named  in  the  preceding  course,  and  also  in  the  philosophy  of 
education,  school  economy,  physiology,  zoology,  botany,  mineralogy ; 
with  daily  exercises  in  impromptu  composition,  oral  and  written,  and  the 
weekly  preparation  of  written  essays.  Another  division  of  pupils  in  this 
class  devote  a  part  of  their  time  to  observation  in  the  model  schools,  and 
to  teaching  in  the  practicing  schools  under  the  supervision  of  competent 
critics.  Two  hours  each  day  are  given  to  methods  of  teaching  form,  site, 
measure,  color,  weight,  sounds,  objects,  animals,  plants,  ethics,  and  to 
exercises  in  impromptu  composition.     Criticism  lessons  and  essays  weekly. 

To  those  who  master  these  courses  of  study,  and  show  themselves  quali- 
fied in  general  knowledge,  in  moral  character  and  natural  aptitude  to 
govern  and  to  give  instruction,  a  diploma  will  be  given,  duly  signed,  spe- 
cifying the  subjects  in  which  the  holder  is  deemed  qualified,  and  serving  as 
a  certificate  of  qualification  to  teach  common  schools. 

Students  to  be  admitted  to  the  higher  course  —  the  Advanced  Preparatory 
Course  —  are  required  to  pass  satisfactorily  a  critical  examination  in  the 


Supeiintendent  of  Public  Instrvction.  191 

primary  courses.       Those  admitted  are  diyided  and  arranged  in  three 
classes  according  to  their  acquirements. 

Subjects  of  C  Class. 

Higher  Arithmetic,  Algebra,  Grammatical  Analysis,  Khetoric,  English 
Literature,  Double- entry  Book-keeping,  Linear  and  Object  Drawing, 
Botany  and  Impromptu  Composition.  Rhetorical  Exercises  and  Essays 
weekly. 

Subjects  of  B  Class. 
Algebra  continued.  Geometry,  History,  Natural  Philosophy,  Perspectire 
Drawing,  Chemistry  and  Impromptu  Composition.      Rhetorical  Exercises 
and  Essays  weekly. 

Subjects  of  A  Class. 

Astronomy,  Algebra  completed,  Trigonometry,  Surveying  and  Mensuration, 
Mental  and  Moral  Philosophy,  Geology,  Mineralogy,  and  Impromptu 
Composition.     Rhetorical  Exercises  and  Essays  weekly. 

The  next  higher  course,  ihQ  Advanced  Training  CoursCf  occupies  one  term 
of  twenty  weeks,  and  ia  devoted  to  instruction  and  practice  in  the  methods 
of  teaching  the  subjects  of  the  next  preceding  course,  and  also  to  instruc- 
tion in  the  philosophy  of  education,  school  law,  science  of  government, 
school  organization  and  discipline,  and  to  the  theory  and  practice  of 
school  economy  generally. 

To  those  who  satisfactorily  complete  this  course,  a  diploma  is  given  as  a 
testimonial  of  their  general  qualifications  and  ability  to  teach  the  English 
branches  usually  pursued  in  high  sehools  and  academies. 

These  courses  of  study  were  prescribed  after  a  careful  consideration  of 
the  urgent  call  for  teachers,  of  the  limited  time  which  they  can  devote  to 
preparation  for  their  work,  of  the  laws  which  are  to  be  observed  in  the 
healthful  development  and  control  of  all  the  faculties,  and  after  a  full 
comparison  of  the  views  of  the  most  successful  educators.  That  they  are 
perfect  is  not  claimed,  but  it  is  believed  that  experience  will  soon  develop 
and  remove  any  imperfections. 

I  avail  myself  of  this  opportunity  to  speak  in .  commendation  of  the 
prompt  and  liberal  provision  made  by  the  citizens  of  Oswego,  by  which  all 
parts  of  the  State  may  participate  in  the  benefits  of  this  school ;  and,  in 
view  of  this  praiseworthy  action  on  their  part,  and  of  the  good  policy  of 
giving  a  generous  support  to  such  schools,  the  conviction  is  irrepressible 
that  it  is  both  the  duty  and  interest  of  the  State  to  make  the  appropriation 
for  its  support  permanent,  and  suf&cient  to  givo  to  it  a  vigorous  existence. 


192  IwelfOh  Annual  Beport  of  the 


TEACHERS  CLASSES  IN  ACADEMIES. 

Schedule  (A)  contains  a  list  of  the  academies  that  haye  been  selected 
under  authority  of  the  Act  of  April  18, 1855,  to  give  instruction  to  teachers' 
classes,  in  the  science  of  common  school  teaching,  during  the  academic 
year  1865-6. 

The  following  course  of  study  has  been  prescribed  for  these  classes,  yix : 
Reading  and  Orthography ;  Writing ;  Arithmetic,  in\ellectual  and  written  ; 
English  Grammar ;  Geography :  and  the  obligation  is  inyiolable,  that 
'<the  time  required  by  the  statute,"  four  months,  **must  be  wholly  occu- 
pied with  it."  * 

**  With  these  studies  must  be  combined  the  theory  and  practice  of  teach- 
ing, either  by  recitation  from  a  text-book,  or  by  lectures,  or,  which  is 
preferable,  by  both  combined.  These  subjects  are  to  be  regarded  as  in- 
dispensable." 

The  most  thorough  instruction  in  the  elementary  parts  of  these  several 
subjects  is  required ;  and  in  addition  to  these,  with  English  grammar, 
*'  frequent  exercises  in  composition"  must  be  connected ;  and  with  geo- 
graphy, the  drawing  of  maps  on  the  black-board,  the  use  of  globes  and 
'*  mathematical  geography."  It  is  further  required  that  the  class  shall 
« be  recognized  and  taught  as  a  distinct  class,  and  not  merged  in  the 
'  other  classes  of  the  Academy."  It  appears  from  the  returns,  that  teach- 
ers* classes  have  been  formed  in  seyenty-eight  of  the  ninety  academies 
selected  for  the  year  1864-5,  and  in  ten,  the  entire  number  of  those  pro- 
yisionally  appointed,  making  a  total  of  eighty-eight. 

The  whole  number  of  teachers  thus  instructed  was  1,598;  of  whom  804 
were  males,  and  1,294  were  females.  The  reports  show  that  separate  in- 
struction was  given  to  these  classes  in  all  the  academies  selected  for  the 
purpose,  and  that  comparatively  few  of  the  pupils  were  permitted  to  pur- 
sue studies  outside  of  the  course  prescribed. 

The  reports  further  show  that  at  least  seventy-iiTe  of  these  academies 
have  organized  and  conducted  the  classes  in  the  spirit  of  the  statute,  and 
have  labored  honestly  and  earnestly  to  properly  fit  their  pupils  for  teach- 
ing. 

That  these  classes  have  done,  and  are  doing  good,  none  can  doubt.  But 
the  training  of  a  proper  corps  of  teachers  requires  something  more  per- 
manent, more  continuous  and  more  effectiye  than  these  fragmentary  efforts, 
howeyer  faithfully  they  may  be  made. 

teachers'  institutes. 

During  the  calendar  year  1865,  sixty-three  institutes  have  been  held  in 
fifty-four  counties,  with  an  aggregate  attendance  of  8,887  teachers.  The 
whole  number  of  days*attendance,  as  reported,  is  68,718.  The  number  of 
teachers  enrolled  the  preceding  year  was  7,524.  The  following  table  will 
show  the  counties  in  which  they  were  held,  the  places,  number  of  weeks' 
session,  number  of  teachers  and  aggregate  number  of  days'  attendance : 


Superintendent  of  Puhlk  Instrvctixm.  193 


Teachers'  Institutes  for  the  Year  1865. 


Albany, 'Clarksville,  . 

»*      Eaet  Berne,. 

»»        '     Watervilct,  . 

Allegany,' Belmont 

Broome B inhamton, 

Caiuraagua, Kllicottville,  . 

Caynga, xf...:^,.... 


,  Meridian, 

,\|iH-JlMU 

l'"rK'rl.>i,1ji,  .  .  . 


Chaatauqna, 

Chemung 

Chenango ■        ^  •    ^ 

Clinton, PlatUburgh,  . . 

Colnmbia, Hlllwiale, 

Cortland Cortlandville, . 

Delaware, Walton, 


Erie, "  hLHnr,-.  ....... 

K9«ex 1--  J^  1 1 M.  Mtiowo.. , 

Franklin, 1^' rt  (  nvtugton, 

Fnlton Uiuvcrflvilk,  _ . . 

Genesee Bat4»v1a,  . ., ..... 

Greene, Cm^klll 

Hamilton, Wells, 

Herkimer^  . . . .  ^ Herkimer,  

Jeffenson, Watertown,  — 

Lewia Tnriu 

»*    Lowville 

Llvinjiston, Monut  Morris, . . 

HadlHon, Morrlsviile, 

Konroe, Falrport, 

Montgomery, 


]--.Mr  3'lii^ii.     ., 
Arri-;!  iT'iiun... . 

27iagara L-rkp-n, 

Oneida k^mu-, 

Onondaga, I^ibridKi?,  . .  = . 

Ontario, '  ?ii]aHcliiI^&,  -, 


Orange, . 
Orleans,  . 
Oflwego, 


.   Albiou,  ^  n, .... 

,  Fulton, 

.  Central  Square,. 
Sandv  Creek,... 
.  iCherfy  Valley, . . 
.  MorrlH,... 
.  Flutfhinjr, 


Otaego, 

Sneen» 
ensaelacr, ;South  Petersburgh, . 

iPoestenkill 

^^  l^wrcnce, iBra^her  Falls, 

^Swtcif^ jBallston  Soa, 

fl^hiBQfectadj.. .      iSchenectaay, 

^^chokarleL . , . .         Mlddleburgh, 

iCoblesklll 

IS^hnyler, Havana 

^S^neca, Waterloo 

laieubcn, iBath 

Suffolk, iRiverhcad,. 

"     Patchogue, 

Tioga,  :^ 


^l^ 

^Mhlngton, 
^*J^ne. 


S^^tchester,' 


Monticello, . 

Owego 

Waverly,  ... 

Ithaca 

Kingston,... 
Caldwell,  . . . 
Argvlc,. 
pIoi 


Marlofl 

Bedford,  . . 

I  Wyoming, 

<v^  Arcade 

^**e«, iPcun  Yan, 


CToL.  XV,  No.  7.] 


13 


118 

518 

106 

467 

173 

535 

UA 

1215 

213 

2216 

(iO 

521 

102 

831 

7« 

501 

2 

4^ 

32H0 

9 

73 

650 

2 

153 

1223 

2 

99 

639 

2 

131 

(i79 

2 

1-10 

1133 

2 

150 

1443 

2 

120 

10:38 

2 

19fi 

1188 

2 

m 

Wi 

2 

fi5 

581 

2 

167 

1(>41 

2 

2:« 

1617 

2 

98 

790 

4 

30 

258 

2 

312 

3127 

2 

129 

1416 

2 

VA 

802 

o 

41 

356 

6 

272 

3«J70 

2 

146 

lf»55 

2 

146 

1194 

2 

1<M 

1122 

i' 

116 

413 

168 

1145 

2 

222 

2077 

2 

58 

529 

2 

167 

1053 

2 

129 

1004 

2 

86 

710 

2 

S5 

874 

2 

69 

773 

2 

81 

858 

2 

121 

957 

2 

95 

788 

2 

106 

931 

2 

i:« 

9(i8 

2 

92 

621 

2 

252 

2210 

2 

140 

651 

2 

95 

585 

S 

132 

886 

2 

183 

1822 

2 

l')6 

768 

2 

160 

127-1 

2 

162 

1139 

1 

72 

275 

1 

88 

347 

2 

148 

lorn 

2 

104 

1078 

2 

72 

687 

9 

171 

1395 

2 

163 

1352 

2 

63 

458 

2 

95 

699 

2 

122 

951 

1 

65 

2»4 

1 

133 

630 

1 

167 

760 

2 

72 

628 

8887 

G8718 

194  Twelfth  Anmud  Report  of  the 

Since  1854  these  institutes  haye  been  surely  and  rapidly  gaining  in 
public  favor,  and  there  is  now  no  question  of  their  necessity  in  the  minds  of 
any  one  competent  of  judging.  The  schools  ought  to  have  teachers 
specially  and  thoroughly  trained  for  their  work.  The  normal  schools  and 
teachers'  classes  in  academies  can  not  furnish  one  for  a  hundred  that  is  wanted 
of  such  teacher?.  It  is  not  claimed  that  the  institutes  which  are  in  operation 
only  two  or  three  weeks  each  year  can  make  accomplished  scholars ;  but  it  is 
claimed,  and  proved  by  experience,  that  they  assist  the  great  number  of 
young  teachers  who  resort  to  them,  in  acquiring  a  certain  amount  of  valua- 
ble knowledge  of  their  practical  duties  which  they  have  not  otherwise  an 
opportunity  to  learn  ;  that  without  this  knowledge  they  would  not  produce 
results,  as  teachers,  so  honorable  to  themselves  or  so  beneficial  to  the 
schools. 

These  institutes  have,  in  short,  the  advantage  of  giving  instruction,  at  a 
comparatively  small  expense,  to  a  very  large  proportion  of  the  teachers  of 
the  State,  who  immediately  carry  back  the  information  and  ability  derived 
therefrom  into   the  schools  of  the  counties  in  which  they  are  held. 

Table  (F),  appended  to  this  report,  gives  the  statistics  of  the  institutes 
held  in  this  State  since  the  organization  of  this  department ;  and  jt  affords 
me  pleasure  to  state  that  the  progress  therein  exhibited  should  be  attribut- 
ed chiefly  to  the  meagerly  rewarded  but  zealous  labors  of  the  School 
Commissioners. 

teachers'  associations. 

Teachers'  Associations,  in  the  various  counties  and  commissioner  districtSy 
and  in  some  of  the  towns,  continue  to  do  effective  work,  and  a  healthful- 
public  sentiment  in  regard  to  education  is  created  and  fostered  through 
these  instrumentalities.  Many  of  the  commissioners  hold  school  examina- 
tions in  the  various  towns,  and  meet  classes  of  teachers  for  instruction  and 
counsel.  To  the  voluntary  action  of  intelligent  and  zealous  teachers  is 
justly  due  much  of  the  growing  prosperity  of  the  schools. 

The  State  Teachers'  Association,  which  celebrated  its  twenty-first  anni- 
versary last  summer,  is  an  exponent  of  the  most  approved  methods  in 
education,  and  an  invaluable  auxiliary  to  our  school  system.  The  official 
organ  of  this  association, 

THE  NEW  YORK  TEACHER, 
notwithstanding  the  embarrassments  incident  to  the  times,  is  performing 
effectively  the  work  to  which  it  has  for  years  been  devoted.  The  approval 
of  the  Legislature,  in  former  years,  of  its  object  and  services,  has  resulted 
in  its  increased  efficiency.  Copies  subscribed  for  by  the  Superintendent 
have  been  sent  to  school  officers  and  inexperienced  teachers,  and  proved 
most  valuable  —  especially  its  instructions  and  suggestions  to  young 
teachers,  and  as  a  medium  of  communication  between  the  Superiqtendeni 
and  school  officers  and  teachers.  It  is  due  to  the  eminent  teachers  who 
havo  long  sustained  this  periodical  simply  for  the  public  good,  thai  the 


Superintendent  of  Public  Instruction.  195 

State  should  manifest  her  appreciation  of  them,  and  of  their  enterprise,  bj 
continuing  the  appropriation  heretofore  annually  made  for  its  support. 


PROaRESS  AND  PROSPECTS  OF  THE  CORNELL  UNIVERSITY. 

Letter  from  Senator  Cornell  to  the  Superintendent  of  Public  Instruction : 

Albakt,  January  29,  1866. 
Dear  Sir :    At  your  request,  I  submit  the  following  statement  of  the 
progress  of  the  Cornill  Uniysbsitt.     The  trustees  organized  fully  at 
their  meeting  at  Ithaca  in  September  last. 


Timstees. 


His  Excellency  Got.  R.  E.  Fenton, 

Lieut.  Got.  Thos.  G.  Alvord, 

Hon.  V.  M.  RicB,  Supt.  of  Pub.  Instr. 

**    Horace  Grbelet, 

"    Edwin  D.  Morgan, 

'*    Erastus  Brooks, 

"    William  Kellt, 
J.  Meredith  Read,  Jr. 
Hon.  G.  H.  Andrews, 

"    A.  B.  Weaver, 

•*    A.  D.  White, 

*•    C.  J.  Foloer, 


^on.  E.  B.  Moroah, 
"  J.  M.  Parker, 
"    T.  C.  Peters, 

Hiram  Sib  let, 

Hon.  Lyman  Tremain, 
"    Ezra  Cornell, 
"    J.  B.  Williams, 
"    G.  W.  Schuyler, 

William  Andrus, 

John  McGraw, 

Francis  M.  Finch, 

Alonzo  B.  Cornell. 


Officers. 
Ezra  Cornell,  Pres.     G.  W.  Schuyler,  Treas.    F.  M.  Finch,  Sect'y. 


Executive    Committee, 


William  Adams, 
Hon.  J.  B.  Williams, 

"    G.  W.  Schuyler, 
Alomzo  B.  Cornell. 


Hon.  A.  D.  White, 
**    William.  Kellt, 


Hon.  J.  M.  Parker, 
**    Ezra  Cornell, 
**    Thomas  G.  Alvord, 
**    Horace  Greeley. 
Edwin  B.  Morgan. 

Building  Committer. 

Ei^RA  Cornell, 
Hon.  A.  B.  Weaver, 
Francis  M.  Finch. 


Finance  Committee. 

Hon.  Edwin  B.  Morgan,  John  McGraw, 

'*    J.  B.  Williams,  Hon.  Wm.  Kellt, 

A.  B.  Cornell. 

The  Trustees  received  from  Ezra  Cornell  his  donation  of  $500,000,  and 
iQTested  the  same  in  a  fund  bearing  seven  per  cent,  interest  payable  semi- 
^lumally.  The  annual  interest  of  this  sum,  $85,000,  constitutes  our 
^i^ly  building  fund  ;  as  the  Trustees  adopted  the  policy  of  not  impairing 
^lieir  capital  for  any  purpose.  Ezra  Cornell  also  donated  to  the  trustees 
•farm  of  200  acres  and  site  for  the  University,  valued  at  $600,000,  and 
1^0,000  paid  for  the  Jewett  cabinet  of  the  Pf^lKontology  of  New  Tork^ 


196  Twelfth  Annval  Report  of  the 

The  law  of  last  winter,  under  which  the  University  is  organixed,  proTides 
that  the  institution  shall  have  the  income  from  the  fund  realized  from  the 
sale  of  the  college  land  scrip.  This  land  scrip  amounted  in  the  aggregate 
to  990,000  acres,  of  which  about  90,000  acres  had  been  sold  by  the  Comp- 
troller prior  to  the  passage  of  the  act  of  last  winter,  bringing  about  $70,000 
which  is  inyested  in  N.  Y.  7  per  cent.  State  stocks.  Of  the  balance  I  pur- 
chased 100,000  last  fall  for  $50,000,  agreeing  with  the  State  authorities  to 
locate  the  land  for  the  benefit  of  the  University.  This  scrip  is  now  being 
located  in  Wisconsin  and  Minnesota,  leaving  in  the  possession  of  the  Comp- 
troller scrip  for  800,000  acres  of  land,  which  we  hope  to  be  able  to  purchase 
and  locate  for  the  University.  If  all  my  plans  and  efforts  are  successful, 
I  expect  to  lay  the  foundation  of  an  endowment  fund  that  will,  within  ten 
years,  amount  to  three  millions  of  dollars,  and  be  adequate,  in  all  respects, 
to  give  an  education  to  at  least  the  number  of  students  provided  for  in  the 
act  (one  from  each  Assembly  district  each  year),  free  of  all  expenses. 
And  this  freedom  of  the  University  shall  not  be  regarded  in  any  light  as  a 
charity  to  indigent  scholars,  but  as  a  reward  of  honor,  tendered  to  those 
scholars  who  shall  win  the  highest  laurels  of  our  public  schools  and  acade- 
mies, as  provided  in  the  act. 

The  Building  Committee  have  several  architects  at  work  on  the  plans  for 
the  buildings  of  the  University,  to  commence  their  erection  by  the  first  of 
April. 

A  meeting  of  the  Trustees  will  be  called  at  the  Agricultural  Rooms  in 
Albany,  on  the  13th  day  of  February  next. 

Yours  Respectfully, 

£.  Cornell. 
V.  M.  RiCB,   Esq., 

Supt,  of  Public  Imiruciion. 

Prospective  Educational  Advantages. 

The  present  opinions  and  hopes  entertained  as  to  the  future  of  the  Cob- 
rill  University  are  of  the  most  encouraging  description,  both  as  regards 
its  speedy  completion  and  arrangement  for  the  commencement  of  educa- 
tional operations,  and  as  to  the  benefits  which  it  can  not  fail  to  confer  upon 
the  cause  of  popular  education,  at  the  same  time  that  it  holds  out  the  noblest 
opportunity  yet  proposed  in  our  country  for  the  pursuit  of  the  higher  and 
more  persistent  efforts  in  classical  study,  physical  investigation,  and  philo- 
sophical research  ;  thereby  surely  leading  the  advancement  of  the  Ameri- 
can mind  to  a  more  elevated  station  in  the  literary  and  scientific  world  than 
has  hitherto  been  its  award. 

The  leading  object  of  the  institution  is  announced,  in  the  fourth  section 
of  the  act  {quoted  in  the  foregoing  letter),  to  be  the  promotion  of  the  liberal 
and  practical  education  of  the  industrial  classes  in  the  several  pursuits  and 


Superintendent  of  Public  Instruction.  197 

professions  of  life,  by  proriding  instruction  in  the  agricultural,  mechanical, 
and  militarj  sciences ;  admitting  also  such  other  branches  of  science  and 
knowledge  as  the  trustees  may  deem  useful  and  proper.  A  wise  provision, 
at  the  outset,  forestalls  all  sectarian  or  religious  preferences,  as  well  as 
distinctions  of  rank  or  previous  occupation,  respecting  eligibility  to 
appointments  or  offices. 

But  a  more  conspicuous  and  essential  feature  is  unfolded  in  the  ninth 
section  of  said  act.  The  University  is  pledged  to  accept  and  instruct  gra- 
tuitously, students  from  each  assembly  district  in  the  State,  selected  by  the 
proper  officers  of  each  county  or  city  (under  subsequent  examination  and 
applroval  by  the  faculty  of  the  University),  as  being  the  best  scholars; 
giving  preference,  however,  in  the  selection,  to  the  sons  of  those  who  have 
died  in  the  military  or  naval  service  of  the  United  States,  and  having  con- 
sideration likewise  to  the  physical  ability  of  each  candidate. 

If  this  design  be  fully  carried  out,  as  it  most  assuredly  will  be,  the  Cor- 
nell University  becomes  the  very  Crown  of  our  Public  School  St/slem.  Its 
students,  being  selected  from  the  million  because  of  superior  mental  and 
physical  capacity,  should  (and  will)  be  superior  to  those  of  any  other 
university  in  the  world. 

Let  us  for  a  moment  anticipate  the  influence  that  the  opening  of  the  Uni- 
versity will  be  likely  to  exert  upon  the  schools  and  the  people.  Emulation 
will  be  kindled  among  the  teachers  of  different  schools  in  each  county  and 
city,  to  urge  forward  the  efforts  of  pupils  in  qualifying  themselves  to  take 
part  in  the  competition  for  the  highest  award  of  scholarship  ;  to  the  scholar, 
the  prize  of  an  appointment  to  the  Cornell  University  will  be  one  of  the 
strongest  incentives  to  studious  exertion,  not  forgetting  the  very  essential 
complementary  condition  of  a  due  attention  to  healthful  physical  regimen 
and  exercise;  the  friendly  contest  going  on  in  every  school  district  will 
awaken  the  general  public  to  regard  with  increased  interest  the  aspiration 
to  a  higher  sphere  of  education ;  the  system  of  primary  instruction  will  be 
affected  by  the  examination  and  selection  of  candidates  for  the  university 
an  action  which  will  lead  directly  to  an  investigation  of  the  modes  of  teach- 
ing adopted,  alike  in  the  particular  schools  where  the  competitors  fail  and 
where  they  succeed  in  the  race ;  and,  finally,  to  take  a  more  familiar  view, 
how  lively  will  be  the  talk  among  the  people  of  the  several  cities,  villages 
and  rural  districts,  each  year,  before,  after,  and  while  the  examination  is 
progressing ! 

Under  the  auspices  of  the  distinguished  names  embodied  in  the  letter  to 
which  these  few  remarks  are  subsidiary,  we  may  anticipate  that  the 
Cornell  University  will  become  substantially  a  College  of  the  People — 
ike  college  of  all  the  people ;  for  the  boy  of  poverty  shall  participate  in 
ita  benefits  equally  with  the  boy  of  riches  ;  the  question  for  admission,  and 
the  only  question  will  be  :  Have  you  distanced  your  rivals  in  the  pursttit 


198  Twelfth  Annual  Report  of  the 

of  knowledge  under  diffiouUies,  and  hsTe  you  persevered  in  the  practice  of 
good  moral  and  wholesome  physical  habits  ? 

And  now  to  conclude  with  a  word  of  homage  to  the  Hon.  Ezra  Cobnell, 
the  munificent  donor  of  nearly  a  million  9f  dollars  to  this  prospectiyely 
beneficent  institution ;  a  perpetual  donation,  as  it  were,  whose  benefits  to 
posterity  will  increase  in  arithmetical  ratio  in  all  time  to  come,  and  serve 
to  place  the  State  of  New  York  in  the  foremost  rank  among  the  nations  of 
the  earth,  as  prompting  a  benign  cultivation  of  the  humanities  and  a  true  ad- 
vocacy of  human  welfare  and  happiness.  Ranking  with  the  highest  patrons 
of  learning  the  world  has  yet  seen,  New  York  in  the  person  of  her  Cornell 
can  now  look  with  emulation  and  complaisance  upon  the  Sister  State 
Pennsylvania  with  her  Girard,  upon  the  centralized  Washington  with  her 
Smithson,  upon  the  intellectual  pioneer,  New- England,  with  her  admired 
and  flourishing  school  system ;  and  it  earnestly  behooves  us  and  our 
children  to  see  to  it  that  there  shall  be  left  no  excuse  for  the  American  mind 
hereafter  to  follow  in  the  wake  of  Prussia,  of  France,  of  England,  on  the 
shoreless  ocean  of  Science  and  Philosophy ;  but,  with  an  abiding  faith  in 
the  resources,  physical  and  intellectual,  of  our  own  country,  work  on 
patiently,  but  earnestly,  for  the  exaltation  of  knowledge  and  virtue  among 
men. 

COMMON  SCHOOL  FUND. 

Table  No.  6  will  show  the  increase  and  diminution  of  the  capital  of  the 
Common  School  Fund  during  the  year  ending  September  30,  1865. 

It  is  not  my  intention,  in  this  place,  to  give  a  detailed  history  of  this 
fund.  I  have,  with  considerable  care  and  trouble,  prepared  an  article  of 
the  kind,  but  I  have  found  it  too  lengthy  to  be  inserted  in  this  report.  In 
connection  with  this  table,  I  desire,  however,  very  briefly  to  call  your  at- 
tention to  two  transactions  affecting  the  capital  of  the  fund,  as  illustrative 
of  the  losses  to  which  it  has  been  subjected,  and  to  which  it  is  likely  to  be 
subject  in  the  future,  unless  some  action  shall  be  taken  on  the  part  of 
the  Legislature  to  prevent  the  same. 

The  first  of  these  transactions  is  as  follows  : 

In  the  month  of  June  1861,  the  State  of  New  York,  in  consideration  of 
the  sum  of  $300,000,  conveyed  to  the  corporation  of  the  City  of  New  York 
certain  lands  owned  by  the  State  and  situated  ,in  the  City  of  New  York, 
known  as  the  **  West  Washington  Market,"  the  <*  Watts-street  Pier/'  the 
**  Hubert-street  Pier,"  and  a  portion  of  the  "Lowber  property."  The 
proceeds  of  this  sale  were,  by  the  then  Comptroller  of  the  State  of  New 
York,  Hon.  Robert  Denison,  acting  by  the  advice  of  the  Attorney  General, 
passed  to  the  credit  of  the  General  Fund.  A  protest  against  this  proceeding 
was  entered  at  the  time  by  the  then  acting  Superintendent  of  Public  In- 
struction, Emerson  W.  Keyes,  Esq.;  which  protest,  in  the  shape  of  a 
memorial,  addressed  to  the  Comptroller,  may  be  found  in  the  Appendix  to 


Superintendent  of  Public  Instruction.  199 

the  Eighth  Annual  Report  of  the  Superintendent  of  Public  Instruction, 
marked  "  A." 

It  is  claimed  that  the  proceeds  of  this  sale  should  have  been  placed  to  the 
credit  of  the  capital  of  the  Common  School  Fund,  under  sec.  10,  art.  7, 
Constitution  of  1822,  and  art.  9  of  the  Constitution  of  1846.  Sec.  10,  art 
7,  Constitution  of  1822,  is  as  follows  : 

'*  The  proceeds  of  all  lands  belonging  to  this  State,  except  such  parts 
thereof  as  may  be  reserved  or  appropriated  to  public  use  or  ceded  to  the 
United  States,  which  shall  hereafter  be  sold  or  disposed  of,  together  with 
the  fund  denominated  the  Common  School  Fund,  shall  be  and  remain  a 
perpetual  fund,  the  interest  of  which  shall  be  inviolably  appropriated  and 
applied  to  the  support  of  common  schools  throughout  this  State." 

This  provision  was  embodied  in  the  Revised  Statutes  of  1827,  in  almost 
the  exact  language  above  quoted. 
Article  IX  of  the  Constitution  of  1846  reads  as  follows : 
**  The  capital  of  the  Common  School  Fund,  the  capital  of  the  Literature 
Fond,  and  the  capital  of  the  United  States  Deposit  Fund,  shall  be  respect- 
ively preserved  inviolate.  The  revenue  of  the  said  Common  School  Fund 
shall  be  applied  to  the  support  of  common  schools ;  the  revenue  of  the 
said  Literature  Fund  shall  be  applied  to  the  support  of  academies  ;  and  the 
sum  of  twenty-five  thousand  dollars  of  the  revenues  of  the  United  States 
Deposit  Fund  shall  each  year  be  appropriated  to  and  made  a  part  of  the 
capital  of  the  said  Common  School  Fund." 

The  lands  in  question  originally  lay  under  water,  forming  a  part  of  the 
bed  of  the  Hudson  and  East  Rivers,  opposite  the  City  of  New  York.  The 
State  assumed  ownership  of  one  of  these  tracts  of  land  on  the  24th  of 
April,  1858. 

It  wai^claimed  by  the  Comptroller,  at  the  time  of  the  transfer  of  this 
property  from  the  State  to  the  city  of  New  York,  that  the  land  in  question 
was  not  owned  by  the  State  at  the  time  of  the  adoption  of  the  Constitution 
of  1822;  and  that,  therefore,  the  act  of  the  legislature  passed  in  1827, 
embodying  the  constitutional  provision,  does  not  apply  to  this  property ; 
in  other  words,  that  the  constitutional  provision  affected  only  such  lands 
as  were,  at  the  time  of  the  adoption  of  the  Constitution,  actually  owned  by 
the  State. 

But  there  are  no  words  of  limitation  in  the  constitutional  provision,  con- 
fining its  operation  to  lands  then  owned  by  the  State ;  nothing  but  the  broad, 
ill  embracing  and  positive  declaration,  that  the  proceeds  of  all  /andi  belong- 
ing to  the  State  should,  as  a  part  of  the  capital  of  the  Common  School  Fund, 
be  preserved  inviolate.  The  provision  being  unlimited,  and  being  a  por- 
tion of  the  supreme  law  of  the  State,  and  having  been  substantially  repro- 
duced in  the  Constitution  of  1846,  it  is  difficult  to  see  wherein  it  was  less 
binding  in  the  year  1861,  when  this  transaction  took  place,  than  in  1823, 
when  the  old  Constitution  became  the  supreme  law  of  the  State.    If  the 


200  Tuoelfth  Annual  Report  of  the 

proYision  applied  only  to  lands  actually  owned  bj  the  State  at  the  time  of 
the  adoption  of  the  Constitution,  then  it  may  be  said,  with  equal  force,  that 
Boe.  1,  art.  1,  of  our  present  Constitution,  which  declares  that  '*  No  member 
of  this  State  shall  be  disfranchised,  or  depriyed  of  any  of  the  rights  or  pri- 
Tileges  secured  to  any  citizen  thereof,  unless  by  the  law  of  the  land  or  the 
judgment  of  his  peers,"  applies  to  those  persons  only  who  were  «*  members 
of  the  State"  at  the  adoption  of  the  Constitution  in  1846. 

But  it  is  claimed  that  the  title  of  the  State  to  these  lands  extendi  far  back 
beyond  1823. 

In  1777,  the  State  of  New  Tork  assumed  and  thereafter  sustained  inde' 
pendent  sovereignty,  and  succeeded  the  British  goYernment  as  owner  of  all 
unoccupied  lands  within  her  boundaries.  These  lands  were  at  that  time 
unoccupied,  and  consequently  they  belonged  to  the  State.  It  is  true,  they 
were  under  water ;  but  that  fact  in  no  way  affected  the  title  of  the  Slate. 
Ownership  is  limited  neither  by  bight  nor  depth.  By  the  common  law  rule, 
the  owners  of  lands  lying  along  and  bounded  by  riyers  not  navigable,  own 
to  the  centre  of  the  stream,  including  all  islands  and  the  bed  of  the  stream. 
So,  also,  by  the  common  law  rule,  which  has  been  repeatedly  declared 
adopted  in  this  State,  where  lands  adjoin  navigable  riyers,  the  State  owns  the 
land  from  ordinary  high  water  mark^  including  the  bed  of  the  stream. 

The  second  transaction  affecting  the  Common  School  Fund,  to  which 
jour  attention  is  inyited,  is  as  follows : 

September  6,  1858,  pursuant  to  chapter  075,  Laws  of  1857,  the  Comp- 
troller loaned  to  the  Susquehanna  Seminary,  located  at  Binghamton, 
$11,000  out  of  the  Common  School  Fund,  and  took  a  mortgage  on  said 
Seminary  to  secure  the  payment  of  the  debt.  The  law  authorizing  the 
loan  directed  that  it  should  not  bo  made  until  it  was  secured  by  a  bond 
and  mortgage  on  unencumbered  real  estate,  worth  at  least  double  the  amount 
loaned. 

No  part  of  ihe  principal  or  interest  of  said  loan  was  eyer  paid ;  and 
December  30,  1861,  the  mortgage  was  foreclosed,  and  the  property  bid  in 
by  the  State  for  principal  and  interest  then  due,  $13,668.83.  Subsequently, 
by  direction  of  the  Commissioners  of  the  Land-Office,  it  was  sold  to  John 
Mack  and  William  M.  Waterman,  for  the  sum  of  $10,550,  or  $450  less  than 
the  amount  of  principal  loaned  in  1858,  and,  including  interest,  incurring 
a  loss  of  about  $4,000  to  the  Common  School  Fund.  Of  the  sum  which 
Mack  and  Waterman  are  to  pay  the  State  for  said  Seminary,  $7,910  still 
remains  unpaid,  secured  by  their  bond. 

I  have  corresponded  with  a  gentleman  residing  at  Binghamton,  who  is 
A  competent  judge  of  the  value  of  said  Seminary,  and  am  informed  by 
him  that  the  building  and  grounds  arc  worth  $20,000. 

I  have  called  your  attention  to  these  transactions,  fully  impressed  with 
the  belief  that  the  Common  School  Fund  is  smaller,  by  more  thfta  $800,000 « 


Superintendent  of  Public  Inatruction.  201 

than  it  would  haye  been  had  the  constitutional  proTision  guaranteeing  its 
inyiolability  been  regarded.  In  the  opinion  which  I  haye  giyen  in  regard 
to  the  first  mentioned  trnnsaction,  I  am  sustained  by  seyeral  gentlemen 
eminent  in  the  legal  profession,  to  whom  the  case  has  been  stated  ;  while 
the  loss  occasioned  to  the  fund  on  account  of  the  loan  made  to  the  Susque- 
hanna Seminary  is  too  apparent  to  need  comment. 

I  respectfully,  yet  earnestly,  request  a  careful  inycstigation  of  these 
matters  at  your  hands ;  and  would  recommend  the  appointment  of  some 
competent  person  to  examine  into  the  history  of  the  fund,  who  shall  report 
to  the  next  Legislature  whether,  in  his  opinion  any,  and  if  any,  what  sums 
are  due  to  the  Common  School  Fund  from  the  general  or  any  other  fund. 

I  would  also  recommend  the  passage  of  an  act  fully  defining  the  con- 
stitutional proTision  in  regard  to  the  Common  School  Fund,  and  providing 
that  the  proceeds  of  all  lands  now  owned,  or  which  shall  hereafter  be  owned 
by  the  State,  be  placed  to  the  credit  of  that  Fund,  in  accordance  with  the 
manifest  intention  of  the  Constitution. 

FREE  SCHOOL   FUND. 

The  following  is  a  statement  of  the  receipts  and  disbursements  on  account 

of  this  fund  for  the  last  fiscal  year  : 

Receipts : 

Balance  in  Treasury,  Oct.  1,  1864 : 

Appropriated  to  Common  Schools,   $819  70 

"  Indian  School, 904  07 

**  Institutes 2572  66 

$4,296  42 

Ayails  of  f  mill  tax,  exclusiye  of  the  county  of  New  York,  683,749  78 

Borrowed  from  the  Commercial  Bank,  226,695  99 

Paid  subsequently  by  New-York,  in  part, 360,896  82 

Interest  on  deposits 183  92 

Moneys  returned  from  counties 329  72 

$1,286,162  66 
Payments : 
For  support  of  Common  Schools  : 

Regular  apportionment $1,123,296  48 

Supplementary, 1,375  28 

Paid  for  Indian  Schools, 2,116  36 

For  support  of  Institutes, 2,331  40 

Paid  Commercial  Bank, 165,592  69 

Balance  in  Treasury,  Oct.  1.  1866,  1,440  46 

$1,286,162   65 

The  condition  of  the  Free  School  Fund  on   the   1st  day   of  February, 

1866,  ahowing  its  aeaeta  and  liabilities,  including  the  tax  leyiedfor  the  sup. 


202  TwdfOh  Annual  RepoH  of  the 

port  of  schools  for  the  current  year,  sDd  its  apportionment,  is  exhibited  in 
the  following  table : 

Condition  of  the  Free  School  Fund, 
Aateta : 

Balance  in  Ti'casury, $1,440  45 

Due  from  City  of  New  York,  Tax  of  1862, 11,086  52 

Interest  on  the  above  to  February  1,  1866,  2,752  53 

Balance  due  from  New  York,  Tax  of  1864,  71,103  30 

Interest  on  the  above  to  February   1,  1866, 8,036  63 

Tax  of  1865 1,163,159  76 

$1,267,578  19 
Liahiliiiet : 

Balance  due  Auditor,  for  moneys  borrowed '  $16,000  Oq 

Interest  to  February  1,  1866, 4,829  20 

Balance  due  Commercial  Bank,  71,103  30 

Interest  to  February  1,  1806,  8,036  63 

Appropriated  to  Institutes,    241  16 

«*            to  Indians  (balance),  1,334  76 

Apportionment  of  1800,  1,120,000  00 

$  1,226,046  05 

Balance:  $31,533  14 

There  is  now  due  from  the  city  of  New  York,  as  per  annexed  statement  in 

appendix  marked  (9),  on  account  of  }  mill  tax  : 

Tax  of  1864 $71,108  30 

Tax  of  1862,  11,085  52 

On  account  of  interest  paid  on  various  sums  borrowed  to 
supply  deficiency  caused  by  non-payment  of  }  mill  tax 
by  said  city 10,899  42 

Making  the  total  due  from  New  York   city, 93,088  24 

By  chapter  240,  Session  Laws  of  1863,  all  moneyed  corporations  doing  busi- 
ness in  this  State  were  made  taxable  on  an  amount  equal  to  their  capital 
stock  together  with  their  surplus  earnings,  after  deducting  ten  per  cent,  of 
such  surplus. 

By  virtue  of  this  provision,  all  such  corporations  located  in  the  city  of 
New  York  were  assessed  by  the  local  authorities  in  the  years  1863  and  1864; 
and  including  the  assessments  thus  made,  the  total  assessed  valuation  of 
the  county  of  New  York,  as  equalized  by  the  board  of  state  assessors,  was, 
in  1863,  $547,416,031,  and  in  1864,  $676,000,161 ;  and  upon  this  valuation 
the  }  mill  tax  for  the  support  of  schools  was  collected. « 


Superinienderd  of  Public  203 

The  question  of  the  constitutionality  of  said  act  haying  been  carried  to 
the  Supreme  Court  of  the  United  States,  that  tribunal  decided  that  the  act, 
so  far  as  it  affected  those  corporations  whose  capital  was  wholly  or  in  part 
inyested  in  United  States  securities,  was  in  conflict  with  the  acts  of  Congress 
exempting  those  securities  from  taxation,  and  was  therefore  to  that  extent 
Toid.  The  city  was  also  directed  by  said  court  to  refund  to  all  such  corpo- 
rations respectively  the  amount  improperly  collected. 

Upon  examining  the  returns  of  the  ward  assessors,  it  is  found  that  in 
the  year  1863,  United  States  securities,  exempt  from  taxation  as  aforesaid* 
were  assessed  to  the  value  of  $57,963.456 ;  and  in  the  year  1864,  to  the 
value  of  $44,791,620.88;  upon  which  valuation  a  }  mill  tax  for  the  support 
of  schools,  amounting  in  the  aggregate  to  $77,066,31,  had  been  collected, 
and  that  portion  for  the  former  of  those  years  paid  into  the  State  treasury. 
Being  obliged  to  refund  to  the  corporations  this  sum,  the  city  of  New  York 
looks  to  the  State  for  reimbursement.  The  Comptroller  of  that  city  refuses 
to  pay  over  the  unsettled  amount  of  the  }  mill  tax  of  1864  due  from  that 
city  for  the  support  of  schools,  until  the  above  mentioned  claim  shall  have 
been  satisfactorily  adjusted.  It  is  believed,  however,  that  he  has  no  legal 
right  to  withhold,  for  any  cause,  any  portion  of  the  tax  for  that  year. 

It  will  not  be  claimed  that  a  private  citizen,  having  by  mistake  overpaid 
his  tax  for  one  year,  has  a  legal  right  to  withhold  any  part  of  the  tax 
assessed  against  him  for  the  next  year;  and  I  am  not  aware  that  a  corpo- 
ration is  entitled  to  more  consideration,  in  this  respect,  than  a  private 
individual. 

The  true  theory,  in  my  judgment,  is,  that  every  tax  stands  entirely  by  itself. 
Every  tax  is  made  out  for  a  fixed  purpose  and  a  definite  sum,  and  without 
reference  to  any  unsettled  claims  of  those  against  whom  it  is  levied.  Every 
dollar  of  it  has  been  appropriated  by  law  for  specific  objects.  Hence,  if 
it  were  within  the  power  of  local  officers  to  retain  a  portion  of  this  tax,  on 
account  of  some  real  or  alleged  over-payment  at  some  former  time,  the 
public  treasury  might  very  frequently  be  empty  at  the  very  time  when 
demands  upon  it  should  be  met :  appropriations  made  by  the  legislature 
would  fail  of  payment;  thus  greatly  injuring  the  credit  of  the  State, 
and,  in  a  measure,  stopping  the  wheels  of  government. 

Such  are  some  of  the  consequences  which  would  follow,  were  such  a 
power  placed  in  the  hands  of  the  local  officers. 

Every  assessment  made  by  the  State  authorities  upon  any  county  is  an 
order  to  the  county  authorities  to  cause  to  be  collected  and  paid  into  the 
State  treasury  the  exact  amount  called  for,  without  any  deduction  for  any 
OBUBe  whatever. 

The  county  of  New  York  has  mistaken  her  remedy.  Her  officers  should 
promptly  pay  into  the  State  treasury  the  amount  assessed  against  their 
couQ,ty,  and  then  apply  to  the  Legislature  for  reimbursement  on  account 
^^  ^Ue  over-payment  made  by  them  for  the  years  1868  and  1864.     The 


204  Tvodfth  Annual  Report  of  (he 

treasury  may  thus  have  funds  sufficient  to  meet  the  appropriations  of  the 
Legislature ;  Texatious  litigations  will  be  prevented,  aud  the  county  be 
fully  reimbursed. 

I  wish  to  present  to  your  consideration  the  fact  that  there  are,  every 
spring,  from  sixteen  to  twenty  thousand  teachers,  who,  for  senrices  ren- 
dered, expect  their  pay  from  the  school  moneys  apportioned  by  the  Super- 
intendent and  School  Commissioners  to  the  several  districts;  that  there 
are  more  than  twenty  thousand  school  district  officers  who  are  responsible 
for  this  payment  to  the  teachers ;  that  these  district  officers  look  for  the 
money  to  nearly  a  thousand  supervisors,  and  they,  in  turn,  to  the  county 
treasurers,  and  these  to  the  State  Treasurer.  If  the  county  of  New  York 
or  other  counties,  fail  to  pay  their  school  tax  in  season,  the  State  can  not, 
pay  the  county  treasurers,  and  the  county  treasurers  fail  to  pay  the  super- 
visors, and  these  town  officers  the  orders  given  to  teachers. 

The  trouble,  great  as  it  is,  which  this  delay  causes  to  State  officers  and 
county  treasurers,  is,  perhaps,  matter  of  minor  importance ;  but  it  is  not 
a  small  matter  which  causes  annoyance  to  40,000  persons,  half  of  whom 
are  also  subject  to  other  delays  in  getting  wages  which  they  have,  in  many 
cases,  contracted  to  pay  out  as  soon  as  received.  A  great  multitude  of 
people  are  thus  subjected  to  much  unnecessary  trouble  and  expense.  A 
remedy  can  be  secured  only  by  legislative  action.  I  recommend,  therefore, 
that  a  law  be  passed,  requiring  every  county  whose  school  tax  shall  not 
be  paid  on  or  before  the  first  day  of  March  in  each  year,  to  pay  interest 
thereafter,  at  the  rate  of  twelve  per  centum  per  annum,  on  all  sums  due 
until  the  whole  amount  shall  be  paid. 

.       REPORTS  OF  COMMISSIONERS   AND  CITY    SUPERINTENDENTS. 

I  refer  to  Appendix  C  for  these  reports,  which  I  have  given  in  full  for 
the  purpose  of  placing  before  the  Legislature,  and  the  people  generally, 
a  practical  exposition  of  the  working  of  our  School  System  in  all  parts  of 
the  State;  the  hindrances  in  some  localities  to  its  full  development  and 
the  noble  way  in  which,  in  others,  the  people  exert  themselves  for  the  edu- 
cation of  their  children. 

A  perusal  of  these  reports  will  exhibit  the  difficulties  frequently  en> 
countered  by  the  Coaimissioners  in  the  performance  of  their  duties;  the  evils 
resulting  from  the  employment  of  poorly  qualified  teachers,  occasioned 
chiefly  by  the  odious  rate  bill  system,  which  compels  the  trustees  often  to 
accept  the  alternative  of  employing  a  cheap  and  consequently  poorly  quali- 
fied teacher,  or  a  withdrawal  of  children  from  school  to  avoid  an  onerous  tax ; 
and  what  is  equally  serious,  thedetailcd  accents  of  the  deplorable  condition 
of  the  school  houses  in  many  places  throughout  the  State,  the  dilapidated, 
buildings  requiring  to  be  repaired  or  replaced  with  new  ones,  the  want 
of  enclosed  yards  and  suitable  outhouses,  and  the  discomfort  arising  from 
the  lack  of  proper  seats  and  desks  and  furniture  within  doors.      It  is 


Superintendent  of  Puhlic  Inatrticticfn.  205 

impoBBiblt  to  read  these  reports  without  becoming  impressed  with  the 
couyiction  that  every  facility  of  law  should  be  aflforded  for  the  improve- 
ment of  the  school  houses,  and  the  embellishment  of  their  surroundings. 

Old  things  are  passing  away,  and  the  character  of  the  new  will  depend 
somewhat  upon  the  law,  and  more  upon  the  depth  of  parental  solicitude 
and  the  faith  of  the  people  in  universal  education  as  the  best  inheritance 
for  their  posterity.  In  many  cases,  the  feeble  interest  manifested  for  the 
mental  Improvement  of  youth  is  attributable  to  the  fact  that  the  people 
are  very  generally,  and  almost  constantly,  occupied  with  matters  wherein 
pecuniary  considerations  are  paramount,  and  thus  come  to  acquire  the 
sentiments  and  habits  of  an  extreme  parsimony  in  all  the  concerns  of  life, 
not  even  excepting  what  is  due  to  the  intellectual  interests  of  their  child- 
ren. 

These  reports  confirm  an  opinion  long  entertained  by  those  who  have 
devoted  careful  attention  to  the  subject,  that  whatever  other  means  may 
be  employed  to  secure  the  education  of  all  the  youth  of  the  State,  the  Free 
School,  at  least,  is  absolutely  essential  to  the  accomplishment  of  that  all- 
important  end.  I  commend  them  to  your  special  attention,  also  in  the 
confident  belief  that  by  an  examination  of  them,  you  will  be  convinced 
that  the  office  of  School  Commissioner  is  no  sinecure ;  that  the  schools 
should  be  as  free  to  all  of  proper  age  as  are  the  sunlight  and  the  air ;  that 
immediate  measures  should  be  taken  to  establish  more  Normal  and  Train- 
ing Schools  for  the  preparation  of  teachers,  who  will  illuminate  the  school 
rooms  and  make  the  way  of  knowledge  plain  ;  and,  finally,  that  the  success 
of  the  Teachers'  Institutes,  or  Temporary  Normal  Schools,  held  in  the  se- 
veral counties  during  the  year,  is  a  full  vindication  of  their  utility  and 
popularity. 

SCHOOL   LAW. 

The  consolidated  School  Act,  passed  in  1864,  and  in  a  very  few  partic- 
ulars amended  in  1865,  has  proved  acceptable  to  the  people,  and  has  im- 
parted a  greater  degree  of  efficiency  to  the  working  of  ourschool  system  than 
was  anticipated  even  by  those  most  confident  of  its  superiority  over  former 
acts  in  the  simplicity  and  scope  of  its  provisions. 

The  provision  requiring  a  part  of  the  public  moneys  to  be  apportioned 
on  the  basis  of  average  daily  attendance  took  effect  on  the  first  day  of 
October,  1864  ;  and  the  statistical  and  written  reports  of  the  Commissioners 
show,  that  during  the  school  year  ending  with  the  80th  day  of  September, 
1865,  the  aggregate  of  attendance  had  been  thereby  largely  increased,  not- 
withstanding many  of  the  districts  did  not  fully  comprehend  the  pecuniary 
consideration  involved  in  it.  This  is  now  more  generally  and  clearly  un- 
derstood, and  it  is  anticipated  that  the  returns  for  the  current  school  year 
will  show  a  still  more  favorable  result.  In  some  of  the  counties,  the  aver- 
age daily  attendance  thus  far  for  this  year,  as  reported  by  Commissioners, 
is  more  than  eight  per  cent,  larger  than  for  the  same  portion  of  the  year 


206  Twdfih  Annual  Report  of  Ove 

preceding ;  indicating  that  the  people  in  these  districts  are  now  congciousljr 
aware  of  the  fact  their  award  of  public  money  for  the  next  school  year 
will  be  thus  increased. 

To  carry  into  effect  the  proTision  just  referred  to,  to  secure  proper  sta- 
tistical information  in  regard  to  attendance,  and  correctness  on  the  part 
of  trustees  in  recording  the  names,  ages  and  birthplaces  of  pupils,  I  pre- 
pared suitable  registers  for  the  then  current  school  year,  and  caused  them 
to  be  distributed.  These  registers  were  got  up  in  a  cheap  practical  form, 
composed  of  only  a  few  sheets  of  paper  properly  ruled  and  stitched  together, 
and  of  a  substantial  paper  coyer  on  which  were  printed  full  and  explicit 
instructions  to  teachers  and  trustees  as  to  the  proper  manner  of  using  them. 
The  law  had  for  many  years  required  the  trustees  themselves  to  proyide  a 
book  for  this  purpose;  but  they  hadyery  generally  failed  to  do  so,  and  the 
record  of  attendance  was  for  the  most  part  kept  on  loose  sheets  of  paper, 
which  were  often  lost,  occasioning  disputes  and  costly  litigations  concerning 
rate-bills,  and  unreliable  reports  to  be  made  to  the  School  Commissioners 
and  to  this  department. 

This  is  in  fact  the  first  time,  since  our  School  System  went  into  opera- 
tion, that  the  Superintendent  could  make  a  reliable  expose  in  figures  of 
the  number  of  children  participating  in  the  priyileges  of  the  schools,  and 
the  proportion  they  bear  to  the  whole  number  of  school  age.  It  is  the  first 
time  that  the  average  daily  attendance,  and  the  average  number  of  pupils 
per  teacher,  could  be  given.  The  guessing  pystem  has  heretofore  been 
very  generally  resorted  to  by  trustees  in  making  their  reports,  and  its  results 
have  each  year  been  reported  to  your  honorable  body.  The  most  reliable 
means  of  determining  the  progress  of  public  instruction  in  this  State  for 
previous  years  is  unfortunately  wanting,  and  that  in  consequence  of  what 
I  deem  inexcusable  neglect  to  provide  for  proper  registration.  This  neglect 
is  deemed  to  have  been  inexcusable,  because  the  registration  was  a  matter 
of  public  importance,  unwisely  entrusted  by  the  law  to  forty  thousand 
unpaid  school  district  officers.  I  may  be  allowed  here  to  suggest  that  it 
is  neither  right  nor  expedient  to  require  any  man,  whether  he  be  a  school- 
district  officer  or  any  other  officer,  to  serve  without  compensation,  except 
in  cases  of  extreme  public  necessity.  Better  that  the  letter  and  spirit  of 
the  law  inculcate  the  principle  that  every  man  be  rewarded  fairly  for  what 
he  does  for  the  public ;  because  every  one  in  this  country  is  interested  in 
the  public  business,  and  should  contribute  to  it  according  to  his  ability. 

The  opinion  expressed  in  former  reports  from  this  department  is  still 
entertained,  that  provision  should  be  made  for  supplying  each  district  with 
a  register  substantially  bound  and  properly  ruled,  and  of  sufficient  site  to 
include  the  registration  of  pupils  at  school  for  several  years.  I  have  not 
deemed  myself  authorized  to  incur  so  considerable  an  aggregate  expense 
as  would  be  requisite  for  this  purpose,  without  your  approval  manifested 
by  specific  sanction. 

For  many  years  the  law  has  siade  it  the  duty  of  trustees  to  procure  such 
a  book  for  their  respective  districts ;  but,  for  the  most  part,  they  haye  failed 


Superintendent  of  Public  Instrvctian.  207 

to  do  it.  They  have  yentured  the  historical  loss,  and  the  contcnlions  inci- 
dent to  their  neglect,  rather  than  pay  what  is  truly  an  exorhitant  price. 
The  limited  and  precarious  demand  for  a  book  of  this  peculiar  form  will 
not  tempt  manufacturers  to  supply  the  market  at  wholesale  prices ;  and 
orders  from  trustees  for  single  copies  can  only  be  filled  each  time  at  a  rate 
which  will  not  only  indemnify  the  maker  for  his  expenses  in  new  machinery, 
materials  and  labor,  but  also  yield  a  round  additional  profit  as  compensa- 
tion for  interruption  of  his  regular  business.  But  even  were  the  retail 
price  brought  down  to  a  reasonable  status,  it  would  still  be  difficult  to  find 
twenty  or  thirty  thousand  men  to  attend  to  a  matter  of  this  kind,  without 
compensation  for  time  or  personal  expenses.  The  experience  of  the  last 
thirty  years  amply  refutes  the  expectation ;  and  if  our  schools  are  really 
to  be  conducted  with  any  thing  like  system,  by  which  the  public  moneys 
may  be  properly  apportioned,  and  the  facts  preserved  by  which  the  condi- 
tion of  public  instruction  may  be  determined  in  any  given  year,  the  forms 
of  registration  must  be  prescribed  by  this  department,  and  the  necessary 
books  supplied  by  the  State. 

It  is  certainly  bad  economy  to  suffer  one  hundred  thousand  dollars  to  be 
expended  by  the  trustees  for  any  kind  of  necessary  books  or  school  appa- 
ratus, when  the  same  could  be  obtained  for  half  that  sum  by  wholesale  con- 
tract on  the  part  of  the  State.  By  such  a  policy,  more  than  half  a  million 
of  dollars  might  be  annually  saved  in  the  purchase  of  books,  maps,  globes, 
etc.,  for  the  use  of  the  schools.  Why  has  not  this  economic  policy  been 
adopted  ?  The  answer  is,  that  the  aggregate  of  the  appropriation  requisite 
to  supply  such  books  and  apparatus  to  1,200  school  districts  has  loomed  so 
large  as  to  deter  legislative  action. 

The  provision  of  law  fixing  the  salary  attached  to  the  office  of  School 
Commissioners  at  $500,  ought  to  be  amended.  This  sum  is  not  8uffi(:ient, 
in  these  times,  to  pay  a  competent  aud  faithful  man  for  a  year's  service  ; 
and  School  Commissioners  are  not  absolved  from  the  necessity  of  food  and 
clothing  for  themselves,  and  the  family  which  most  of  them  have.  Nor  is 
it  deemed  unreasonable  to  claim  for  them  a  salary  which  will  keep  them  in 
good  working  condition,  and  encourage  constant  and  zealous  devotion  to 
their  important  duties.  Some  of  these  officers,  the  value  of  whose  services 
to  the  public  can  not  be  measured  by  dollars  and  cents,  have  been  compelled 
by  the  inadequacy  of  this  salary,  to  resign  the  office;  while  others  equally 
meritorious,  continue  in  it  at  a  personal  sacrifice  of  time  and  money, 
which  nothing  but  true  devotion  to  the  good  work  could  induce  them  to 
make. 

The  Union  Free  School  Law  incorporated  in  the  law  to  which  I  have 
referred,  also  meets  with  very  general  favor.  Its  importance  may  be  in- 
ferred from  the  fact  that  many  of  the. thickly  populated  districts  are 
organixed  under  its  authority,  and  that  there  is  a  growing  public  senti- 
>tient  in  favor  of  free  schools.  Should  you  deem  it  wise  to  offer  to  all  of 
School  age  so  great  a  boon  as  free  instruction,  you  can  do  so  by  amending 
^  tew  sections  of  the  general  law.     These  sections  were  drawn  in  view  of 


208  Twdfih  Anntud  Report  of  the 

that  sentiment,  and  in  the  confident  belief  that,  at  the  close  of  the  war, 
the  rate  bill  would  be  *<  weighed  in  the  balance  and  found  wanting." 

It  will  be  recollected,  that  prior  to  the  passage  of  that  act,  the  boards 
of  superTisors  were  annoyed  almost  eyery  year  by  school  district  officers 
who  had,  in  behalf  of  their  districts,  incurred  expenses  in  defending  suits 
instituted  against  them  for  acts  performed  in  their  official  capacity,  and 
which  district  meeting^  had  refused  to  pay.  The  law  of  1864  transferred 
the  settlement  of  such  accounts  from  the  board  of  superrisors  to  the 
county  judge,  who  is  required  to  *<  examine  into  the  matter  and  hear  the 
proofs  and  allegations  propounded  by  the  parties,  and  to  decide  by  order 
whether  or  no  the  accounts,  or  any  or  what  portion  thereof,  ought  justly  to 
be  charged  upon  the  district;  and  his  decision  is  final.''  I  am  more  than 
gratified  in  being  able  to  report  that  this  transfer  of  authority  has  given 
Tery  general  satisfaction,  and  induced  district  officers  to  act  more  nearly 
in  conformity  to  law.  Comparatively  few  cases  have  been  brought  before 
the  judges  of  the  several  counties.  If  the  trustees  present  an  equitable 
account,  for  expenses  legally  incurred,  the  districts  very  generally  order 
a  tax  to  be  levied  to  pay  it ;  and  thus  disputes  and  contentions  are  generally 
avoided,  which  formerly  occupied  no  inconsiderable  time  and  attention 
of  the  boards  of  supervisors,  often  involving  a  large  expense  to  the  coun- 
ties and  to  the  parties  interested. 

Sections  66,  75,  78,  of  title  7,  chapter  t555,  Law  of  1864,  as  amended 
by  chapter  647,  Lawss  of  1865,  authorized  the  taxation  of  the  shares  owned 
by  individual  stockholders  in  National  Banking  Associations,  organized 
under  the  laws  of  Congress.  Those  parts  of  the  sections  above  referred 
to,  authorizing  such  taxation,  are  copied  from  chapter  07,  Laws  of  1865, 
usually  known  as  the  "  Enabling  Act.  "  They  provide  for  the  taxation  of 
all  shares,  whether  owned  by  residents  or  non-residents,  in  the  town  or 
ward  where  such  bank  is  located.  But  there  is  no  provision  of  [law  com- 
pelling the  officers  of  such  associations  to  furnish  to  assessors  or  district 
officers  a  list  of  the  stockholders;  and  without  such  list,  it  is  frequently 
impossible  for  assessors  and  district  officers  to  ascertain  the  names  of 
stockholders,  especially  where  they  are  non-residents,  for  the  purposes 
of  taxation.  In  many  instances,  the  officers  of  these  Banking  Associations 
positively  refuse  to  furnish  a  list  of  the  stockholders ;  and  in  this  way  a 
large  amount  of  property,  made  taxable,  escapes  from  the  burden. 

I  would  respectfully  suggest  the  passage  of  such  amendments  to  the 
present  law  as  will  make  it  the  duty  of  (he  officers  of  these  associations 
to  furnish  to  assessors  and  school  district  officers,  when  required  for  the 
purposes  of  taxation,  a  list  of  all  persons  and  corporations  owning  or 
holding  stock  in  such  Banking  Association,  and  the  number  of  shares 
owned  or  held  by  each  such  individual  or  body  corporate  ;  and  imposing 
a  penalty  in  case  of  refusal. 

I  consider  the  law  further  defective,  in  that  it  provides,  in  case  of  the 
non-payment  of  the  tax  assessed  against  the  shares  of  any   nonresident 


SuperirUenderU  of  Public  Inatruction.  209 

stockholders,  that  such  unpaid  tax,  with  seTon  per  cent,  in  addition  thereto, 
shall  be  a  lien  on  any  future  diyidends  upon  such  stock.  In  manj  of 
these  associations,  no  dividends  will  be  declared  for  years  to  come.  There- 
fore, the  propriety  of  a  law  anthoriiing  a  sale  of  the  stock  upon  which 
taxes  shall  remain  unpaid  for  a  certain  length  of  time,  is  suggested. 

I  Tenture  to  suggest  that  section  five  of  title  one  of  the  General  School 
Act  be  so  amended  that  the  Superintendent  may  be  allowed  to  employ  more 
than  three  clerks.     With  every  step  taken  in  the  improvement  of  school 
houses,  sites,  teachers  and  schools,  comes  an  increase  of  clerical  labor  in 
this  department,  the  proper  performance  of  which,   during  the  fall  and 
winter  months  especially,  demands  a  larger  clerical  force.     The  corres- 
pondence of  this  department  is  believed  to  be  greater  than  that  of  any  other 
office  in  the  State  Hall;  and  the  name  of  the  duties  which  the  law  now 
prescribes  for  the  Superintendent  of  Public  Instruction  is  Legion,  because 
they  are  many.     The  calls  upon  him  to  go  into  different  parts  of  the  State 
to  settle  school  district  difficulties,  to  encourage  improvements  in  school- 
houses  and  in  the  schools,  and  to  attend  and  aid  in  the  instruction  of  Insti- 
tutes and  the  examination  of  teachers,  are  more  than  he  could  respond  to 
h&d  he  nothing  else  to  do.     Add  to  this,  that  he  settles  questions  brought 
before  him  on  appeal,  the  written  decisions  of  which  fill  annually  a  large 
Volume;    that  he  is  required  to  visit  schools,  to   make   appointments   to 
•N'ormal  Schools,  to  grant  certificates,  to  apportion  the  school  moneys,  to 
pv'^pare  and  furnish  blanks  for  school  officers,  and  to  digest  all  returns ; 
&Ki.<lyoa  will  perceive  tl^at  three  clerks,  to  whom  he  is  now  permitted  to 
p9.jr  only  three  thousand  dollart^  are  not  sufficient. 

Hn  conclusion  I  earnestly  and   hopefully   invite  your  attention   to   the 
following  recommendations : 

^iBST  :  That  the  general  State  tax  for  the  support  of  schools  be  increased 
^^2r  the  addition  of  one  fourth  of  a  mill  on  every  dollar  of  valuation  for  the 
P  ^^  Tpose  of  diminishing  local  or  school  district  taxation  for  the  same  purpose . 
SECOND :  That  every  county  which  shall  fail  to  pay  its  school  tax  into 
^-^  ^  State  Tre%Bury  on  or  before  the  first  day  of  March  of  each  and  every 
y  ^^r,  be  required  to  pay  interest  on  any  amount  of  such  tax  thereafter  due, 
^'^     the  rate  of  twelve  per  cent,  per  annum,  until  the  whole  shall  be  paid. 

TXhibd  :  That  the  general  school  laws  be  so  amended,  that  the  odious 
T^^«-bill  shall  no  longer  prevent  children  from  going  to  school ;  that  the 
AC^la  ools  shall  be  as  free  to  all  of  proper  age  and  condition,  as  the  air  and 
t^^  sunlight. 

PoDKTH :  That  a  commission  be  appointed,  to  locate  three  or  more 
nox-mal  and  training  schools  for  the  special  preparation  of  teachers,  in  such 
eligible  places  as  shall  offer  the  greatest  inducements  by  way  of  buildings, 
flcHool  apparatus,  etc.,  and  that  an  appropriation  be  made  for  their  efficient 
support. 

^iVTH :  That  provision  of  law  be  made,  by  which  the  public  schools  shall 
^®  required,  and  all  other  institutions  of  leiMHing,  which  participate  in  the 
CVoL.  XV,  No.  7.]  14 


210  Claims  of  the  Natural  Sdences. 

distribution  of  the  public  moneys,  shall  be  induced,  to  give  free  instruction 
to  the  children  of  soldiers  and  sailors  who  shall  have  died  or  been  dis- 
abled while  in  service  in  the  army  or  navy  of  the  United  States. 

Sixth  :  That  an  act  be  passed  for  the  appraisal  of,  and  acquiring  title  to 
lands  designated  for  school  house  sites. 

Sbventh:  That  provision  be  made  by  which  the  salary  attached  to  the 
office  of  School  Commissioner  shallbe  increased. 

VICTOR  M.  RICE, 

Supt.  of  Public  Instruetion, 


Claims  of  the  Natural  Sciences. 


THIRD  AND  LAST  ARTICLE. 


Besides  those  faculties  of  the  intellect  terbereby  we  perceive,  re- 
tain, recollect,  imagine  and  compare,  there  is  anotber,  wbicb,  in  a 
manner,  limits  and  controls  tbe  action  of  them  all.  Hamilton  calls 
it  tbe  regulative  faculty,  Cousin  and  others,  reason.  It  might 
be  termed  the  faculty  of  intuition,  for,  by  virtue  of  it,  the  mind 
overleaps  the  individual  facts  which  alone  experience  can  afford, 
and  evolves  in  its  own  mysterious  depths  those  universal  principles, 
or  truths,  which  underlie  and  condition  all  the  facts  of  the  universe. 
This  still  uncatalogued  body  of  principles  becomes  laws  of  investiga- 
tion, laws  of  thought,  laws  of  belief.  Any  cultivation  of  which  the 
faculty  is  susceptible  can  be  attained  only  by  the  application  of  the 
principles  which  it  furnishes  to  their  proper  subject-mJttter. 

For  the  application  and  consequent  cultivation  of  some  of  these 
—  as,  for  example,  of  the  necessary  relation  of  effect  and  cause,  and 
of  the  uniformity  of  nature  —  the  natural  sciences  furnish  an  ef- 
ficient means.  For  the  cultivation  of  others,  recourse  must  be  had 
to  ethical  and  political  science  and  to  theology. 

It  may  thus  be  seen  that  the  natural  sciences  furnish  the  best 
available  means  for  cultivating  the  faculty  of  external  perception, 
while  they  furnish  no  mean  preparation  for  observing  the  operations  of 
the  mind  itself;  that  they  furnish  pleasant  matter  for  the  exercise 
of  memory ;  that  they  afford  an  excellent  discipline  for  those  asso- 
ciative principles  on  which  Vecollection  depends ;  that  they  have  a 


Claims  of  the  Natural  Sciences.  211 

co-ordinate  efficiency  with  logic  and  the  pure  mathematics  in  train- 
ing the  faculty  of  comparison  or  reasoning,  with  this  advantage, 
that  their  subject-matter,  methods  and  conclusions  are  more  closely 
allied  to  those  matters  in  which  the  course  of  worldly  affairs  calls 
upon  men  to  use  their  reason ;  and  that  they  are  far  from  useless  as 
a  discipline  of  the  imagination,  and  as  furnishing  occasion  for  the 
application  of  intuitive  principles. 

Even  in  the  cultivation  of  the  aesthetic  capabilities,  for  which  the 
student  is  usually  and  very  properly  remitted  to  the  study  of  rhetoric 
and  of  standard  literary  works,  especially  tnoseof  the  ancient  writers 
— ^getting  therefrom,  but  too  often,  no  more  than  a  lifeless  catalogue  of 
accents,  idioms  and  dry  grammatical  forms  and  rules,  or  useless  de- 
scriptions of  the  tools  with  which  taste  works  —  the  study  of  natural 
history  has  a  great,  though  somewhat  indirect  efficacy.      For  since 
nature  is  the  ulcimate  standard  of  taste,  and  since  it  must  be  appar- 
ent that  a  correct  knowledge  of  the  standard  is  a  condition  precedent 
to  its  proper  application,  it  is  certainly  not  unreasonable  to  conclude 
that  the  study  of  nature  would  have  a  very  considerable  value  in 
the  cultivation  of  taste.      When  Goldsmith,  on  his  travels,  under- 
took to  teach  English  to  the  Dutch,  he  found  it  would  have  been 
prudent  for  him  first  to  learn  a  little  Dutch. 

To  save  the  labor  of  transcription,  permit  a  reference  to  the  113th 
p&ge,  present  volume,  of  this  magazine  for  a  quotation  from  Carlyle 
W'liich  is  not  without  its  point,  as  showing  the  felt  necessity  of  a 
k Knowledge*  of  natural  history  on  the  part  of  a  man  whose  labors  are 
Daostly  in  the  realms  of  taste. 

The  sole  purpose  of  these  few  and  too  brief  articles  has  been  to 

^^laim  for  the  natural  sciences  their  rightful  place  in  the  ranks  of  the 

disciplinary  studies.      At  present  it  is  but  too  true  that  they  are 

l^>CDked  upon  as  the  guerrillas  of  the  school-room,  barely  tolerated  be- 

^^1186  of  the  demand  for  their  services  in  the  every  day  affairs  of  life, 

^"^xt  denied  admission  into  the  noble  army  of  studies  which  train  as 

^•'^11  as  furnish  the  faculties  for  future  use.     It  is  also  true  that  this 

^*^*»wi8e  course  is  bringing  the  natural  sciences,  in  the  minds  of  many 

X^^rsons,  whose  number  is  daily  increasing,  into  an  unnecessary  an- 

^'^^onism  with  certain  other  most  salutary  forms  of  disciplinary 

^t-udy.     They  very  naturally,  and  with  some  show  of  reason,  ask 

"^hy  80  large  a  portion  of  a  young  man's  life  should  be  spent  in  the 

®tudy  of  dead  languages,  leaving  him  still  to  learn ,  when  his  school 

^^ys  are  ended,  those  very  things  on  which  the  success  of  his  strug- 


214  Leaaonsfrom  a  Slwemaher'a  Stool. 

and  was  no  longer  in  disgrace;  that  was  evidently  a  far  better 
thing. 

The  Bible-class  was  then  called  up. 

*^  That  creature  there,  Jean/'  he  said,  putting  his  hand  on  a  little 
girl's  head,  and  looking  kindly  in  her  face,  *^is  a  gude  scholar, 
though  she's  but  sma'/' 

Jean,  reassured  by  the  remark,  and  prepared  for  the  ordeal,  gave 
a  smile,  and  commenced  reading  the  twenty-sixth  chapter  of  Num- 
bers. It  was  difficult,  and  even  Jean  halted  now  and  then  as  a 
proper  name  of  more  than  ordinary  difficulty  came  in  her  way. 

*^  I  doot  it*s  a  hard  bit  that,  Jean,"  he  said  ;  **  is't  a'  names  V* 
Na,  nae't  a\  "  she  replied,  with  an  emphasis  on  the  a',  which  left  it 
to  be  inferred  that  a  good  part  of  it  was  names. 

'*  Well*  do  the  best  ye  can.  Spell  them  oot,  when  ye  canna  read 
them.  Come  here,  Jessie,"  he  said,  addressing  the  biggest  girl 
present,  probably  eleven  years  of  age,  "  and  see  if  they  spell  them 
richt."  Turning  to  me,  he  said,  "  I'm  no  sae  fond  o'  chapters  fu*  o' 
names  as  o'  them  that  teach  us  our  duty  to  God  and  ane  anither, 
but  it  does  them  nae  harm  to  be  brocht  face  to  face  wi'  a  difficulty 
noo  and  then.  It  wad  tak'  the  speerit  oot  o'  the  best  horse  that 
ever  was  foaled  to  mak'  it  draw  aye  up-hill.  But  a  chapter  like 
that  makes  them  try  themselves  in  puttin  letters  thegithcr,  and 
naming  big  words.  I  daursay  ye'll  agree  wi'  me  that  to  battle  wi' 
a  difficulty  and  beat  it  is  a  gudc  thing  for  us  a',  if  it  doesna  come 
ower  often." 

"  I  quite  agree  with  you,"  I  replied. 

<<  Weel,  when  it's  a  namey  chapter  like  that,  I  get  my  assistant" 
(with  a  humorous  twinkle  of  his  eye) —  "  that  bit  lassie's  ray  assis- 
tant—  to  look  ower't  and  see  if  they  spell't  richt.  I  couldna  be 
sure  o'  the  spellin  o'  the  names  withoot  the  book." 

After  the  Bible  lesson,  and  as  a  supplement  to  it,  Jessie,  the  assist- 
ant, was  ordered  to  ask  the  Shorter  Catechism.  She  ranged  pretty 
nearly  over  it  all,  and  received,  on  the  whole,  surprisingly  correct 
answers.  Meantime  the  old  man  went  steadily  on  with  his  shoe, 
all  eye  for  his  work,  all  ear  for  blunders.  Once  he  heard  one  girl 
whispering  assistance  to  another,  which  he  promptly  and  almost 
severely  checked  by  "  Dinna  tell  her;  there's  nae  waur.plan  than 
that.     If  she  needs  help,  I'll  tell  her  mysel'  or  bid  you  tell  her." 

A  boy  who  stumbled  indifferently  through  an  answer  was  pun- 
ished with,  *'  Ay,  ye're  no  very  clear  upon  that,  lad.    Try't  again. 


Leaaonafrom  a  Slwemake^s  Stool.  215 

I  doot  ye  haena  stressed  your  e'en  wi'  that  ane  last  nicht/'  Ho 
tried  it  again,  but  not  much  better  success.  "  Oh,  tak,  care !  ye*re 
no  thinkin'.  If  ye  dinna  think  o'  the  meanin',  hoo  can  ye  be  richt  ? 
Ye  micht  as  weel  learn  Gaelic." 

After  several  other  correct  answers,  I  had  a  very  good  example 
of  the  quickness  of  preception  which  long  experience  gives.  A 
little  girl  having  broke  down,  opened  the  catechism  which  she  held 
in  her  hand,  and  carefully  began  reading  instead  of  repeating  the 
answer.  The  shoemaker's  ear  at  once  caught  it  up.  He  detected 
from  the  accuracy  of  the  answer,  and  at  the  same  time  from  the 
hesitating  tone  to  which  it  was  given,  the  effort  of  reading,  and 
said,  in  a  voice  of  considerable  severity,  "What !  are  ye  keekin'? 
Hae  ye  your  catechiss  in  your  han  ?  Hoo  often  hae  I  telt  ye 
o'  the  dishonesty  o'  that  ?  Ye're  cheatin',  or  at  ony  rate  ye* re 
tryin'  to  cheat  me.  Do  I  deserve  that  frae  ye?  Did  I  ever 
cheat  you  ?  But  ye're  doing  far  waur  than  cheatin'  me.  Oh, 
whatever  ye  do,  be  honest.  Come  to  the  schule  wi'  your  lessons 
"weel  by  heart  if  ye  can,  but  if  you've  been  lazy,  dinna  mak'  your 
faut  waur  by  being  dishonest." 

It  will  be  seen  from  this  sketch  of  his  teaching  that  Mr.  Beattie 
is  a  man  of  no  ordinary  type.  I  have  succeeded  very  imperfectly 
S.II  convening  an  adequate  notion  of  his  kindliness  and  sympathy  with 
everything  good.  I  was  surprised  to  find  in  a  man  moving  in  a  very 
narrow  circle  such  advanced  and  well-natured  theories  of  education. 
H\s  idea  of  the  extent  to  which  difficulties  should  be  presented  in 
^he  work  of  instruction  —  his  plans  of  selecting  passages,  instead 
^f  taking  whatever  comes  to  hand — his  objection  to  whispering 
assistance,  '*  Dinna  tell  her ;  if  she  needs  help,  I'll  tell  her  mysel', 
«r  bid  you  tell  her" — his  severe  but  dignified  reproof  of  dishonesty, 
**  Ye're  cheatin  me,  but  ye're  dping  far  waur  than  that.  Oh, 
"whatever  ye  do,  be  honest,". etc. — his  encouragement  to  thoughtful, 
:3iess  and  intelligence.  "If  ye  dinna  think  o'  the  meanin',  hoo  can 
3e  be  richt  ?"  seemed  to  me  most  admirable,  well  worthy  the  atten- 
tion of  all  who  are  engaged  in  similar  pursuits,  and  certainly  very 
remarkable  as  being  the  views  of  a  man  who  has  mixed  little  with 
^he  world,  and  gained  almost  nothing  from  the  theories  of  others. 

It  was  evident  from  the  behavior  of  the   children   that  they   all 
^ear,  respect,  and  love  him. 

I  sat  and  talked  with  him  on  various   subjects  for   a  short  time 
longer,  and  then  rose  to  bid  him  good-bye. 


216  LesBonafrcm  a  Shoemaker's  Sfool. 

"  But  sir/'  he  remarked,  "  this  is  a  cauld  day,  and,  if  ye're 
no  a  teetotaller,  ye'U  maybe  no  object  to  gang  up  to  my  house  wi' 
me  and  *  taste  something  V  " 

I  replied  that  I  was  not  a  teetotaller,  and  should  be  very  glad  to 
go  with  him.  We  went  accordingly,  and  "  tasted  something,"  and 
had  a  long  talk. 

He  has,  for  a  country  shoemaker,  a  remarkably  good  library. 
The  books  generally  are  solid,  some  of  them  rare,  and  he  seems  to 
have  made  a  good  use  of  them.  His  opinion  of  novels  is 
perhaps  worth  quoting: 

"  I  never  read  a  novel  a'  my  days.  I've  heard  bits  o'  Scott  that  I  likit 
very  weel,  but  I  never  read  any  o*  them  mysel*.  The  bits  I  heard 
telt  me  some  things  that  were  wor,th  kennin',  and  were  amusin',  into 
the  bargain ;  but  I  understan'  that's  no  the  case  wi'  the  maist  o' 
novels.  When  a  body  begins  to  read  them  he  canna  stop,  and  when 
he  has  dune,  he  kens  nae  mair  than  when  he  began.  Noo  it  takes 
a'  my  time  to  read  what's  really  worth  kennin'." 

I  asked  him  what  had  first  made  him  think  of  teaching. 

'^  Mony  a  time,  he  replied,''  hae  I  asked  that  at  mysel';  and  it's 
nae  wonner,  for  I  never  was  at  the  schule  but  eleven  weeks  in  my 
life,  and  that  was  when  I  was  a  loon  (laddie)  about  eleven  years  auld. 
I  had  far  mair  need  to  learn  than  to  teach,  though  I'm  no  sure  but 
to  teach  a  thing  is  the  best  way  to  learn't.  Amaist  a'  that  I  ken, 
and  it's  no  muckle  to  be  sure,  but  I  got  it  by  learnin'  ithers.  But 
ye'vc  asked  what  made  me  begin  teachin'.  Weel,  sir,  it  was  this  : 
when  I  was  a  young  lad,  there  were  seven  grown-up  folks  roun' 
about' here  that  oouldna  read  a  word.  Some  o'  them  were  married 
and  had  families,  and  there  was  nae  schule  nearer  than  twa  mile, 
and  in  the  winter  especially  the  young  things  couldna  gang  sae  far. 
Ane  o'  the  fathers  said  to  me  ae  day  :  'Ye  ken,  Jamie,  I  canna  read 
mysel',  but,  oh,  man'  I  ken  the  want  o't,  and  I  canna  thole  that 
Willie  shouldna  learn.  Jamie,  ye  maun  tak'  and  teach  him.'  'Oh, 
man'  I  said,  hoo  can  I  teach  him  ?  I  ken  naething  mysel'.'  *Ye 
maun  try,'  he  said.  Weel,  I  took  him,  and  afler  him  anither  and 
anither  cam,  and  it  wasna  lang  till  I  had  aboot  twenty.  In  a  year 
or  twa  I  had  between  sixty  and  seventy,  and  sae  I  hae  keepit  on  for 
near  sixty  years.  I  soon  grew  used  wi't,  and  custom,  ye  ken,  is  a 
kind  o'  second  nature." 

**  But  how  did  you  find  room,"  I  asked,  "  for  sixty  in  that  little 
place?" 


Lesacmafrom  a  ShoemcJcer's  Stool.  217 

"  Weel,  sir,  there  was  room  for  mair  than  ye  wnd  think.  Wherever 
there  was  a  place  that  a  creator  could  sit,  I  got  a  stoolie  made  and 
every  corner  was  filled.  Some  were  at  my  back,  some  were  in  the  corner 
o'  the  window,  and  some  were  sittin'  amon^the  auld  shoon  at  my  feet. 
But  for  a'  that  there  wasna  room  for  sixty,  and  so  a  woman  that  lived 
across  the  road  had  a  spare  corner  in  her  house,  and  when  the  bairns 
got  their  lessons,  they  gaed  ower  and  sat  wi'  her,  and  made  room  for 
the  ithers.  Ye  see,  the  faithers  and  mithcrs  were  aye  in  gude  nee- 
bourhood  wi'  me.  They  were  pleased  and  I  was  pleased,  and  when 
folks  work  into  ane  anither's  ban's  they  put  up  wi'  things  that  they 
wudna  thole  at  ither  times.'' 

"You  must  have  great  difficuly,"  I  remarked,  "  in  keeping  so  many 
of  them  in  order.     What  kind  of  punishment  do  you  use  ?" 

"  Oh,  sir,  just  the  strap.     "That^s  it,"  he  said,  pointing  to  one  ly- 
ing among  the  old  shoea. 
"And  did  you  need  to  \ise  it  often?" 

"  Ou  ay,  mony  a  time,  when  they  were  obstinate.  But  I  maun 
aay,  it  was  when  the  schule  was  sae  close  packit  that  I  had  to  us't 
laaist.  When  they  were  sittin'  just  as  close  as  I  could  pack  them. 
Some  tricky  nackits  o'  things  wud  put  their  feet  below  the  seats,  and 
kick  them  that  were  sittin'  afore  them.  Order,  ye  ken,  maun  be 
keepit  up,  and  I  couldna  pass  by  sic  behaviour.  I've  seldom  needit 
to  chasteese  them  for  their  lessons,"  he  continued; "  the  maist  o'  them 
axe  keen  to  learn,  and  gie  me  little  trouble." 

"  Have  you  any  idea,"  I  asked,  "of  the  number  of  pupils  you  have 
passed  through  your  hands  during  these  sixty  years?" 

"  Weel,  I  keepit  nae  catalogue  o'  names,  but  some  o'  them  that 
t^ak'  an  interest  in  the  bairns  made  oot  that  they  canna  be  less  than 
fourteen  or  fifteen  hunder.     I  weel  believe  they're  ritch.' 
"  And  you  have  never  charged  any  fees,  I  understand." 
"  Fees  !  Hoo  could  I  charge  fees  ?     I  never  sought,  and  I  never 
'^'anted  a  sixpence.     But  I  maun  say  this,  that  the  neebours  hae 
been  very  kind,  for  they  oflfered  to  work  my  bit  croft,  for  me,  and 
it    wouldna  hae  been  dacent  to  refuse  their  kindness.     And  they 
S^ed,  me  a  beautiful  silver  snuff-box  in  1835.     That's  it,"  he  said, 
taking  it  out  of  his  pocket  j  "  wull  ye  no  tak'  anither  pinch?" 

I  did,  and  then  said  that  I  was  glad  to  learn  from  his  friend  Mr. 
^-  that,  a  year  or  so  ago,  he  had  been  presented  with  his  portrait 
^"^^  a  handsome  purse  of  money. 

*'  Deed  it's  quite  true,  and  I  was  fairly  affronted  when  they  gied 


218  American  Wonders. 

me  my  portrait  and  eighty-six  pounds,  and  laudid  me  in  a'  the 
papers.  Some  o't  came  frae  Canada  and  ither  foreign  pairts,  bat  I 
ken't  naething  aboot  the  siller  till  they  gied  it  to  me,  for  they  cam 
ower  me,  and  got  me  to  tbll  them,  without  thinking  o't,  where  some, 
o'  my  auld  scholars  were  leevin*.  I  said  to  myseP  when  I  got  it, 
that  I  was  thankfu'  for't,  for  I  wud  be  able  noo  to  buy  the  puir 
things  books  wi't." 

"  You  supply  them  with  books,  then  ?''     I  inquired. 

<<  Weel,  them  that's  no  able  to  buy  them,''  he  said,  with  a  pecu- 
liar smile. 

I  have  not  succeeded  in  analyzing  this  smile  to  my  own  satisfac- 
tion, but,  among  other  things,  it  expressed  commiseration  for  the 
poverty  of  those  who  were  not  able  to  buy  books,  and  a  depecating 
reproof  of  himself  for  having  been  unwittingly  betrayed  into  an 
apparent  vaunting  of  his  own  good  deeds. 

^^  You  must  have  great  pleasure,"  I  said,  ^^  in  looking  back  to  the 
last  sixty  years,  and  counting  up  how  many  of  your  old  scholars 
have  done  you  credit." 

"  Oh  !  I  hae  that,"  he  replied.  "  I've  dune  what  I  could,  and 
there's  nae  better  wark  than  learnin'  young  things  to  read  and  ken 
their  duty  to  God  and  man.  If  it  was  to  begin  again,  I  dinna  think 
I  could  do  mair,  or  at  ony  rate  mair  earnestly,  for  education  than  I 
hae  dune,  but  I  could  maybe  do't  better  noo.  But  it's  a  dreadfu' 
heartbreak  when  ony  o'  them  turns  oot  ill,  after  a'  my  puir  wark  to 
instil  gude  into  them." 

To  BE  COHTDrOlD. 


American  Wonders. 


The  greatest  cataract  in  the  world  is  the  Falls  of  Niagara,  where 
the  water  from  the  great  Upper  Lakes  forms  a  river  of  three  quar- 
ters of  a  mile  in  width,  and  then,  being  suddenly  contracted,  plunge 
over  the  rocks  in  two  columns  to  the  depth  of  170  feet  each. 

The  greatest  cave  in  the  world  is  the  Mammoth  Cave  in  Kentucky, 
where  any  one  can  make  a  voyage  on  the  waters  of  a  subterranean 
river,  and  catch  fish  without  eyes. 

The  greatest  river  in  the  world  is  the  Mississippi,  4,100  miles  in 
length. 

The  largest  valley  in  the  world  is  the  Valley  of  the  Mississippi. 
It  contains  500,000  square  miles,  and  is  one  of  the  most  fertile  and 


Proverbs.  219 

profitable  regions  of  the  globe.  [The  Amazon  drains  an  area  of 
one  and  a  half  million  square  miles]. 

The  largest  lake  in  the  world  is  Lake  Superior,  which  is  truly  an 
inland  sea,  being  430  miles  long,  and  1,000  feet  deep. 

The  greatest  natural  bridge  in  the  world  is  the  natural  bridge 
over  Cedar  Creek  in  Virginia.  It  extends  across  a  chasm  80  feet 
in  width  and  250  feet  in  depth,  at  the  bottom  of  which  the  creek 
flows. 

The  greatest  mass  of  solid  iron  in  the  world  is  the  Iron  Mountain 
of  Missouri.     It  is  350  feet  high  and  two  miles  in  circuit. 

The  largest  number  of  whale  ships  in  the  world  is  sent  out  by 
Nantucket  and  New  Bedford. 

The  greatest  grain  mart  in  the  world  is  Chicago. 

The  largest  single  volume  ever  published  in  Webster's  Unabridged 
Dictionary,  an  American  work  —  the  best  of  the  language  —  contain- 
ing as  much  matter  as  six  Family  Bibles. 

The  largest  aqueduct  in  the  world  is  the  Croton  Aqueduct  in 
New  York.  Its  length  is  forty  miles  and  a  half,  and  it  cost  twelve 
and  a  half  millions  of  dollars. 

The  largest  deposits  of  anthracite  .coal  in  the  world  are  in  Penn- 
sylvania—  the  mines  of  which  supply  the  market  with  millions  of 
t^ns  annually,  and  appear  to  be  inexhaustible. 

All  these,  it  may  be  observed,  are  American  ^'institutions.''  In 
oontemplation  of  them,  who  will  not  acknowledge  that  ours  is  a 
**^eat  country." 


I*h6  chief  principle  of  education  shall  be,  man  must  train  him- 
®®^^;  must  develop  himself.  But  other  men,  without  him,  can  and 
®«ould  promote  this  self- training,  by  external  influences. 

Reinhard. 

^VIan  should  raise  himself,  by  instruction,  to  a    state  pleasing  to 
^"^dj  and  of  true  freedom;    and  to  a  condition  of  mind  desiring 
^'^  what  is  good. 

^te  truly  educated  man  enjoys  the  most  beautiful  and  delightful 
^^^Its;  passionlessness,  fearlessness,  freedom. 

Tlose  who  have  enjoyed  education  and  instruction  arc  truly  free 

Epictetus. 


Resident  Editor's  Department 


MISCELLANY. 

Double  Number.  —  Our  next  issue  will  appear  May  1.  The  extreme 
length  of  the  Superintendent's  Report  has  made  it  necessary  for  us  to  issue 
the  Teacher  for  March  and  April  in  one  number. 

Superintendent  Rice's  Report.  —  Our  readers  will  need  no  apology 
that  so  much  of  our  space  is  taken  up  with  this  admirable  and  elaborate 
report.  It  presents  facts,  figures  and  suggestions  in  which  all  friends  of 
education  will  be  interested,  and  gives  great  encouragement  that  this  great 
State  is  by  degrees  coming  to  a  proper  appreciation  of  universal  education 
and  of  the  means  for  securing  it. 

N.  T.  A.  —  Proceedings  and  Lectures.  —  The  record  of  proceedings 
and  lectures  of  the  National  Teachers'  Association,  at  Harrisburg,  1865, 
have  been  published  in  a  pamphlet  of  upwards  of  100  pages,  and  may  be 
obtained  for  50  cents  on  application  to  the  undersigned.  Educational 
journals  please  copy.  James  Cruikshank, 

Chairman  Publishing  Committee. 

National  Teachers'  Association — The  meeting  of  the  National  Teach- 
ers' Association,  for  the  year  1866,  will  be  held  at  Indianapolis  in  the 
State  of  Indiana  commencing  on  the  15th  of  August. 

Full  programmes  will  be  published  in  due  time. 

All  educational  journals  are  requested  to  copy  this  notice. 

J.  P.  WicKERsuAM,  President. 

National  Bureau  of  Education.  —  A  bill  has  been  introduced  in  Con- 
gress to  establish  a  National  Bureau  of  Education.  It  provides  for  a  com- 
missioner, who  shall  make  an  annual  report  exhibiting  the  condition  of  ed- 
ucation in  the  states  and  territories,  and  diffusing  such  information  as  will 
promote  the  cause  of  education. 

Commissioners'  Salaries.  —  Some  of  the  most  intelligent  and  e£Beient 
of  our  School  Commissioners  have  been  compelled  by  the  meager  pittance 
they  receive  from  the  state,  and  the  refusal  of  supervisors  to  increase  their 
salaries,  and  in  some  instances,  to  audit  their  just  claims,  to  enter  the 
schools  as  teachers,  or  engage  in  some  other  incidental  business,  to  keep 
soul  and  body  together.  For  shame,  that  this  great  state  can  not  afford  to 
pay  her  servants  for  such  important  services,  a  sum  which  a  wood  sawyer, 
or  an  ordinary  farm  hand  would  scorn  to  receive.  Let  all  right-minded 
men  give  their  influence  in  favor  of  reform.  We  need  prudent  men  in  our 
boards  of  supervisors;  but  not  such  little  souls  as  value  the  present  gleam 
of  the  people's  money  above  the  welfare  of  their  children's  bouIb. 


Resident  Editor's  Department.  221 

Anotheb  Polab  Expedition.  —  London  papers  say  that  an  expedition 
is  being  organiied  in  Prussia  for  another  exploration  of  the  Arctic  ocean, 
with  the  design  of  getting  as  near  as  possible  to  the  north  pole.  Two  ships 
will  be  proTisioned  for  three  years,  and  their  crews  will  consist  of  scientifi- 
cally educated  men  from  the  Prussian  schools. 


PERSONAL. 

President  Nott.  —  Our  readers  are  already  apprised  of  the  decease  of 
this  eminent  man,  who,  for  more  than  sixty  years,  had  held  the  position  of 
president  of  Union  College.     A  biographical  sketch  will  appear  in  our  next. 

Pbof.  Agassiz  is  to  return  home  from  his  South  American  tour  in  May. 

Prof.  Tatleb  Lewis,  of  Union  College,  has,  we  understand,  recently 
receiTed  a  donation  from  some  of  his  friends,  of  $2,500. 

Rot.  Dr.  Laurens  P.  Hiokok,  has  been  elected  to  the  presidency  of  Union 
College.  He  has  been  yice-president  for  a  number  of  years,  and  acting 
president  for  several  years  prior  to  the  decease  of  the  Tenerable  Dr. 
Kott. 

John  Stuart  Mill  has,  it  is  announced,  accepted  the  o£Eice  of  rector 
of  the  t^niversity  of  St.  Andrew. 

M.  Henri  Martin,  the  historian,  and  M.  Thierry  are  candidates  for 
the  yacancy  in  the  French  academy. 

Miss  Emilt  A.  Rice  has  resigned  the  position  so  long  heldas  preceptress 

in  the  Buffalo  Central  School,  to  accept  a  leading  position  in  the  Oswego 

Normal  and  Training  School.      Her  loss  at  the  former  place  will  be  deeply 

felt,   while  her  influence  will  do  great  good  in  building  up  the  Oswego 

<School.     Few  teachers  in  the  State  have  a  more  enviable  reputation. 

Miss  Mart  A.  Riplet,  late  of  the  Buffalo  Central  School,  has  accepted 
a  position  in  the  State  Normal  School,  in  place  of  Miss  Mary  £.    Howell, 
^^signed.     Miss  Ripley  brings  with  her  a  well-earned  reputation  as  an  ac- 
OompUshed  and  successful  teacher. 

Pbof.  James  H.  Hocsb  may  hereafter  be  addressed  at  Oswego,  whither 

b^  has  gone  to  accept  the  position   of  assistant  in  the  natural  sciences  in 

t.]:M.e  Oswego  Training  School.     He  will  do  efficient  work  there  as  elsewhere. 

W.  A.  Bbownell,  Esq.,  late  of  Red  Creek  Seminary,  has  accepted  the 

X>  osition  of  professor  of  the  Latin  language  in  Falley  Seminary. 

^REDEBiOA  Bbemeb,  recently  deceased,  was  born  in  1802,  at  Abo,  Fin- 
l^md.  In  her  early  years  she  wrote  much  for  periodicals,  and  at  the  age  of 
^^>  published  a  novel  in  two  volumes, which  was  well  received  at  home,  and 
"^as  also  published  in  French  and  English.  Miss  Bremer  had  traveled 
*■>  *icb,  and  was  an  acute  observer.  Her  remarkable  conversational  pow- 
®^s  ikiade  her  welcome  among  the  intelligent.  **  A  peculiarity  of  j^iss 
'"^xner,"  as  a  cotemporary  well  remarks,  "was  her  high  regard  for  pure 


222  BesiderU  Editor's  Department 

morality,  for  the  domestic  virtues,  for  everything  Ihat  Christian  sentiment 
teaches  men  to  regard  as  sacred.  She  had  none  of  the  mawkish  sentiment- 
ality which  poisons  too  much  of  our  modern  popular  literiiture ;  none  of 
that  sympathy  with  sensualism  and  profligacy  which  has  rendered  so  many 
widely-read  authors  ministers  of  evil.  In  all  her  writings,  she  sought  the 
best  interests  of  those  whose  teacher  she  became.  In  Europe  and  in 
America  she  will  be  remembered  at  thousands  of  hearth  stones,  in  circles 
which  have  been  made  happier  and  better  by  the  influence  of  her  gentle 
presence."  She  is  perhaps  best  known  by  "The  President's  Daughters  " 
and  •*  The  Neighbors,  "  —  two  romances  that  have  met  with  very  general 
favor.  She  was  most  fortunate  in  such  an  appreciative  translator  as  Mary 
Howitt. 


INTELLIGENCE,  —  HOME, 


Albany  County. — The  annual  Teachers'  Institute  was  organized  at 
Chesterville,  Jan.  29,  for  the  Ist  and  8d  districts,  under  the  direction  of 
commissioners  Nott  and  Dyer.  Prof.  M.  P.  Cavart  of  the  Department 
of  Public  Instruction,  was  present  the  firEt  two  days.  He  was  followed  by 
Dr.  French,  who  remained  through  the  week.  Each  of  these  geqtlemen 
gave  very  acceptable  practical  instruction,  and  evening  lectures.  Over  one 
hundred  and  fifty  teachers  were  present. 

The  session  for  the  second  week  was  held  at  Van  Vrankin's  Corners,  in 
the  2d  district — Dr.  Witbeck,  commissioner.  Dr.  French  was  present  the 
entire  session,  and  both  he  and  the  commissioner,  were  unwearied  in  their 
efforts  to  give  practical  success  to  the  meeting.  The  president  and  other 
officers  of  the  board  of  education  of  Cohoes  participated  in  the  exercises, 
manifesting  a  most  commendable  spirit.  Of  Dr.  French's  labors,  no  enco- 
m.um  is  necessary  ;  he  is  too  well  known.  Dr.  Witbeck  adjourned  the' 
institute  after  some  well  timed  and  spirited  remarks.  Albany  county  may 
be  safely  counted  in. 

Clinton  County.  — We  can  not  omit  some  mention  of  the  most  interest- 
ing session  of  the  institute  held  at  Plattsburgh,  in  October.  In  the  newer 
and  sparsely  settled  counties,  especially  in  the  Adroindack  region,  none 
know  the  difficulties  in  the  way  of  awakening  a  general  interest  in  educa- 
tion, but  those  who  have  been  on  the  ground  ;  and  it  is  not  too  much  to  say 
that  great  credit  is  due  to  Messrs.  Smith  and  Corbin  for  the  increasing  in- 
terest in  educational  affairs.  The  commissioners  themselves  conducted  the 
exercises  the  first  week.  The  second  week  they  were  assisted  by  the  editor 
of  the  Teacher.  Much  interest  was  excited  among  the  citizens,  and 
assurances  have  been  given  of  active  cooperation  in  institutes  to  be 
held  hereafter.     Lectures  were  delivered  nearly  every  evening. 

Livingston  County.  —  **  Schools  in  a  fine  condition,  and  show  the  effects 
of  institute  instruction." 


Resident  Editor's  Department  223 

Oswego  County.  —  The  quarterly  meeting  of  the  Teachers*  Association 
of  the  3d  district  was  held  at  Mexico,  in  January.  Prof.  McLaughlin  and 
Prof.  Smith  deliTered  very  practical  and  interesting  addresses.  Es- 
says were  read  by  Misses  L.  £.  Babcock,  and  Annie  £.  Wing.  Class  exercises 
which  haye  always  been  a  prominent  and  most  valuable  feature  in  this  as- 
sociation, were  conducted  :  in  geography,  by  Mr.  L.  B.  Cobb ;  grammar,  by 
Mr.  J.  W.  Ladd ;  mental  arithmetic,  by  Mr.  D.  T.  Whyborn.  The  audience 
was  good,  and  the  exercises  showed  that  the  interest  in  public  education  is 
on  the  advance. 

Otskoo  County. —  The  eleventh  regular  session  of  the  Teachers'  Associa- 
tion for  the  second  district  was  held  at  Laurens,  Jan.  12  and  18,  1865. 
The  exercises  were  spirited  and  several  essays  and  addresses  were  deferred 
for  want  of  time.  Lectures  were  delivered  by  Rev.  G.  Phelps — Modem 
Common  Sense  ;  George  W.  Wenthworth  — Scraps  and  Facts  about  Teaching  ; 
Mr.  Melville  Keyes  —  America,'  her  Glory  and  her  Shame.  Rev.  H.  H. 
Fisher  read  a  poem  —  The  Book  of  Esther,  Essays  were  read  by  Mr.  Henry 
B.  Potter,  Misses  Delia  Bartlett,  Clemma  Wright,  Nettie  Lee,  Emma  Howe 
Eva  Scott,  Cornelia  Hecox,  and  Mary  Leonard.  Commissioner  Gardner  was 
present  and  assisted  in  the  exercises. 

St.  Lawrence  County.  — The  session  of  the  St.  Lawrence  county  Teach- 
ers' Association  held  at  Lawrenceville,  Dec.  27,  28,  and  29,  was  largely  at- 
tended.     Commissioner  Whitney  writes :  **  It  is  pronounced  as   the  best 
meeting  ever  held  in  the  county.     The  essays  were  able,  the  discussions 
animated  and  to  the  point,  and  the  best  feeling  pervaded  the  entire  session. 
The  citizens  took  a  lively  interest  in  the  proceedings.     The  association  is 
becoming  an  acknowledged  necessity.     He  says  further :    **  I  find  the  teach- 
ers generally  doing  a  good  work  ;   have  never  before  found  an  equal  num- 
\>eT  of  schools  visited  in  as  successful  operation,  as  during  the  present 
term."     The  President,  Rev.  J.  S.  Lee,  of  Canton,  addressed  the  association 
on  the  Helps  and  Hindrances  to  Education  in  St.  Lawrence  county.     Ad- 
d-resses  were   also  delivered  by  Rev.  C.  T.  Roberts,  of  Malone, — Success 
^Tid  Failure  in   Life;  and  by  Prof.  W^hite,  of  Canton, — Science  of  Lan- 
guage.   The  following  are  among  the  subjects  discussed.     **  Higher  culture 
of  teachers  and  the  expediency  of  teaching  the  higher  branches  in  com- 
Z0OO  schools ;"  *'  Best  method  of  teaching,  reading,  and  geography,  andsecur- 
ixa£  order  in  schools;"  **  Marking  the  standing  of   pupils  in  recitation;" 
**  Compulsory  attendance."    The  discussions  were  very  spirited.    A  number 
of  ^ell  written  essays  were  read  by  A.  S.  Blake,  Ellen  Alverson,  Miss  L. 
-^.-   Cross,  Helen  M.   Leslie,  Miss  L.  U.  Dinsmore.     The  commissioners  re- 
ported the  condition  of  the  schools  in  their  respective   districts.     School 
oflio^rs,  people,  teachers  and  children  are  awake. 

^'*'.  Lawrence  County.  — Commissioner  Baker  of  the  second  district  is 

^^^ing  school  examinations  (conventions),  in  each  of  the  towns  of  his  dis- 

''"'*^^^«    At  Lisbon  Center  328  children  were  present.      He  says,    **Ihave 


224  Resident  Editor's  Department. 

neyer  before  known  so  great  an  interest  manifested  in  behalf  of  our  sohoolfl. 
The  good  work  is  going  on/* 

Washington  County. — The  Annual  Institute  for  the  county  was  held  in 
the  village  of  Argjle,  commencing  October  9,  and  continuing  two  weeks. 
The  commissioners  were  assisted  by  Prof.  C.  W.  Sanders,  the  yenerable 
author  of  the  **School  Readers/*  the  first  week.  The  course  of  instruction, 
discussions  and  lectures  giTen  by  him  were  eminently  practical,  and  were 
well  receired  hy  the  teachers,  and  as  a  just  appreciation  of  his  labors 
resolutions  were  unanimously  passed  highly  commendatory  of  the  efficient 
services  he  had  rendered  and  expressive  of  profound  gratitude  for  the 
many  valuable  precepts  inculcated. 

During  the  second  week  instruction  was  given  by  Mr.  A.  M.  S.  Carpenter 
of  New  Tork  City  and  Prof.  C.  F.  Dowd  of  North  Granville  Female  Semin- 
ary. Their  instruction  was  well  received,  as  was  manifest  by  the  deep 
interest  awakened  and  increasing  until  the  members  were  compelled  to 
separate. 

Lectures  were  given  before  the  Institute  by  Prof.  C.  W.  Sanders,  Prof. 
C.  F.  Dowd,  Prof.  T.  S.  Lambert  of  Peekskill,  N.  Y.,  and  Mr.  A.  M.  S. 
Carpenter.  All  the  lectures  delivered  were  of  a  very  high  order,  instruc- 
tive and  entertaining,  to  those  teachers  in  attendance,  and  were  listened 
to  by  large  and  intelligent  audiences.  Essays,  select  reading  and  discussion 
were  intermingled  during  the  se^ion,  by  the  members  of  the  Institute. 

The  Institute  was  pronounced  by  all  who  attended  a  success,  establish- 
ing beyond  doubt  the  practical  utility  of  a  well  managed  Institute. 

Wtominq  County.  —  My  Dear  Sir :  You  will  be  glad  to  hear  that  the 
midwinter  session  of  the  Wyoming  county  Teachers'  Association,  held  at 
Attica  on  the  26th  instant,  was  a  grand  and  substantial  success.  Our  ex- 
cellent commissioners  conceived  a  superior  programme  for  the  occasion; 
and,  iu  the  main,  carried  it  fully  into  effect.  The  good  people  of  Attica 
had  just  successfully  completed  the  work  of  organizing  their  new  Free 
School,  and  they  were  in  that  happy  mood  which  enables  and  disposes  men 
to  accomplish  any  good  thing  they  please.  Every  heart  and  every  house 
seemed  open  for  the  large  attendance  from  every  part  of  the  county.  Hos- 
pitality, abundant  and  free,  was  extended  to  every  guest.  The  official 
welcome,  the  *♦  eloquent  music,"  the  essays,  the  rehearsals  by  Dr.  Mcintosh, 
the  presid.nt'^  excellent  address,  the  spirited  discussions — in  short,  all 
the  parts,  and  exercises,  and  circumstances  of  the  occasion  seemed  to  blend 
into  one  general  impulse  of  kindling,  glowing  enthusiasm.  And  when  this 
good  mantle  falls  on  all  our  teachers  greater  things  than  ever  will  be  un- 
dertaken ;  and  they  will  be  accomplished,  too. 

I  have  been  intimately  assoc  ated  with  educational  matters  in  this  county 
for  fully  nineteen  years,  and  I  am  very  sure  I  am  not  in  error  when  I  say 
•that  at  no  previous  time  during  that  long  period  has  there  been  so  general 
and  so  marked  an  interest  in  these  matters  as  there  is  this  very  day.  Is 
this  revival  in  the  work  of  education  universal  ?  Or  are  we  especially 
favored?    Of  one  thing  I  am  very  confident,  and  that  is,  that  the  Yiaita  of 


Resident  Editor's  Department.  225 

yourself  and  Dr.  French  in  Western  New  York  haye  been  greatly  helpful  in 
our  work.  We  thank  you  a  thousand  times  over.  You  see  I  write  as  if  I 
were  a  teacher  in  the  common  school.  I  know  no  great  gulf  of  distinction 
between  the  various  grades.  Success,  prosperity  in  one  department,  should 
be  prosperity  for  every  other.  Our  academies  are  all  well  filled  this  win- 
ter. 1^0  face  is  more  welcome  in  the  schools  everywhere  than  the  face, 
scarred  or  unscarred,  of  the  returned  soldier.  Old  Middlebury  has  sent 
out  63  good  men  and  true.  Her  sons  have  taken  every  rank,  from  the 
faithful  pritate  to  the  brigadier.  At  this  date  some  of  her  most  successftil 
members  are  those  who  illustrated  the  highest  qualities  of  manhood  in  the 
tented  field.     *    »    »    »  Yours,  very  respectfully, 

M.  Wbed. 
^Wyoming,  N.  Y.,  January  29,  1866. 


LITERARY, 

PuiKTTNO  FROM  Photogbapbs. — Among  the  most  recent  improvements 
in  photography,  is  a  process  by  which  a  raised  surface  is  produced.  A 
plate  of  mica  is  coated«in  a  dark  room  with  a  warm  solution  of  bicarbonate 
of  potassa  and  gelatin.  The  plate  as  prepared  is  sensitive  to  light.  The 
action  of  light  upon  the  coating  makes  it  insoluble  in  proportion  to  the  in- 
^nsity  of  the  light.  When  fully  prepared,  prints  taken  from  it  have  light 
and  shade  as  in  the  ordinary  photographs. 

Antioch  College.  —  The  new  subscription  for  the  endowment  fund  of 
^liis  institution,  of  which  the  lamented  Horace  Mann  was  formerly  Presi- 
dent,  amounts  to  more  than  $120,000.  The  friends  of  the  college  arehope- 
i^ul  of  increasing  it  to  a  quarter  of  a  million. 

The    English  CTCLOPiEDiA.  —  A  new  edition  of  this  valuable  work  is 

0OO11  to  appear,  edited  by  Mr.  Charles  Knight,  the  original  editor  of  the  ' 

^enny  Cyclop»dia.     Each  volume  (they  are'arranged  by  subjects),  geog- 

^ssj^ljy,  natural  history,  biography,  arts  and  sciences,  will  contain  a  supple- 

naodt  bringing  the  discussions  of  the  various  subjects  down  to  date  of  pub- 

Uc^tion. 

^K^HB  Round  Table  is  publishing  a  series  of  very  interesting  Fketches  of 
T>is.T>li8hers.  Appletons,  Ticknor  and  Fields,  and  George  P.  Putnam  have  al- 
"^^^  <3y  received  attention.  * 


BOOK  NOTICES, 


^^OOKS  Rbobived.  — Notices  of  a  number  of  valuable  books  on  our  table 
""^^^^t,  for  ^ant  of  room,  lie  over  till  next  issue. 

**^JrbEBiAN  Key  to  Pbactical  Penmanship.     Prepared  for  the  Speneerian 

"^ dehors,  by  H.  C.  Spenceb.     New  York:  Ivison,  Phinney^  Blakeman  ^  Co, 

^h.^  Speneerian  System   of  Penmanship  has  been  too  long  before  the 

***^1^U^^  ^d  ig  too  well  and  favorably  knowtt,  to  need  from  us  any  specifio 

15 


226  Resident  Editor's  Department. 

description  or  exemplification,  Nearly  fifty  years  ago  its  lamented  author, 
Platt  R.  Spkhckb,  recently  deceased^  commenced  the  labor,  noir  crowned 
with  triumphant  success,  and  so  /aitbfuly  and  graphically  giTcn  in  this 
Key,  of  perfecting  a  system  which  combines  symmetry,  utility  and  beauty 
in  such  matchless  form  that  the  system  may  be  said  to  be  practically  and  ^ 
artistically  perfect.  In  1848,  Mr.  Spencer,  in  conjunction  with  the  Honor- 
able Victor  M.  Bice,  now  Superintendtnt  of  Public  Instruction,  first  gave 
to  the  wjorld  the  Spencerian  system.  From  that  time  till  the  present, 
these  gentlemen,  assisted  by  Mr.  Spencer's  sons,  and  by  thelat#  Mr.  James 
W.  Lusk,  and  Mr.  M.  D.  L.  Hayes  and  others,  have  labored  assiduously  ta 
embody  in  the  perfection  of  form  and  completeness  of  method  the  graceful 
ideal  of  the  author's  early  dreams.  The  book  before  us  is  the  authorized  . 
expression  of  that  ideal,  and  contains  a  complete  deyelopmcnt  of  the  sts- 
tem,  with  clear  and  explicit  directions  for  teaching,  and  is  accompanied  by 
elegantly  engraved  illustrative  plates.  The  two  chapters  on  the  forms  of 
the  letters  are  particularly  felicitous.  After  the  general  classification  and 
discussion,  each  letter  is  taken  up,  analysed  (cuts  representing  the  ana- 
lysis), probable  faults  pointed  out,  also  with  cuts  (better  here  than  across 
the  boys'  knuckles),  and  suggestions  made  as  to  the  best  methods  of  mas- 
tering the  forms.  A  chapter  on  drawing  is  of  special  value,  and  a  brief 
resume  of  the  history  of  penmanship  will  be  read  with  interest.  Attention 
has  been  amply  given  to  material  and  implements,  position,  movements, 
etc.  The  book  was  much  needed,  and  will  meet  with  favor  as  a  desidera- 
tum in  the  teaching  of  penmanship  in  every  school. 
The  Abqost:  A  Magazine  for  the  Fireside  and  the  Journey.     No.  2,  February 

1866. 
The  Sunday  Magazine,  Edited  by  Thomas    Gutbbib,  D.D.     Part    F,  Feb* 

ruary,  1866. 
Good  Wobds  :  An  Illustrated  Monthly  Magazine^  Edited  by  Nobman  Maglsod, 

D.D. 

Messrs.  Strahan  &  Co.,  178  Grand  St.,  New  York,  send  us  the  abov« 
named  standard  periodicals ;  and  aside  from  the  sterling  merits  of  theHnag- 
azines  themselves,  the  enterprise  in  which  they  have  engaged  will  meet 
with  favor,  in  view  of  the  most  contemptible  combinations  of  paper  mo- 
nopolies, encouraged  by  our  virtuous  and  patriotic  (?)  law  makers  to  in- 
flate the  prices  of  books,  and  impose  a  perpetual  tax  on  knowledge.  These 
are  published  e»ch  at  $3.00  a-year  —  the  Argosy  containing  in  each^asue, 
96  octavo  pages,  and  each  of  the  others,  about  72  royal  octavo  pages  in 
double  columns.  All  of  these  take  rank  with  the  best  carrent  magazines, 
iniilst  the  Sunday  Mligazine  in  its  genial  catholicity  fills  a  place  heretofore 
unoccupied.  **  Good  Words"  has  been  before  the  public  for  several  years, 
and  has  won  its  position.  The  Argosy  is  a  new  adventure,  and  if  it  keeps 
on  as  it  has  commenced,  favoring  breezes  must  ever  waft  it  to  a  pleasant 
haven.  Charles  Reade,  Matthew  Browne,  William  Allingham,  Mrs*  Oli- 
phant,  and  Robert  Buchanan  are  among  its  regular  contri\>utors;  and  Jason 
Jdnes  mobt  skillfully  manages  the  *'  Log."  Messrs.  Strahan  &  Co.,  are 
now  established  in  New  York  as  a  branch  of  the  London  house.  Suocera 
Po  ihiB  new  Anglo-American  enterprise. 


SUCCESS  THE -POPULAR  TEST  OF  MERIT. 


«  •  >  »  » 


JFrof*  .Miphonso  Wood^s  Ohjeet  Ettssons  in  Botany.-^ 

••  Leases  and  Flowrers,"  with  a  Flora.  ProparoJ^for  Beglnaurs  in  Aca- 
demies and  Public  schools.  665  Illustrations ;  822  pp. ;  12mOy  cloth. 
Price,  1.60. 

Ihrof*  irv»«€i'8  JITew  Ciaas'Book  of  Bolanyg  :  Being  Out-, 

lines  of  th«  Structure,  Physiolojjy  and  Classification  of  Plants.  With 
a  Flora  of  the  United  States  and  Canada.  745  Illustrations ;  832  pp.; 
8ro,  cloth.     Price  $8.50. 

These  works  are  the  mo^t  popnlar  pabltshed  In  thlB  conntryon  this  topic.    For  the  use 
of  Schools,  Academies  and  ColIe?e3,  ther  are  confessedly  uarlvalled.    While  equally  ex- 
hsastive  and  aocarate  with  other  treatises,  their  systematic  arrangement  and  pecallar  . 
adaptation  to  the  jroaa?,  roaders  them  pre-eipinently  successful.  As  text  books  no  others 
are  to  be  compared  with  them. 

The  last  annual  report  of  the  Board  of  Resrents  of  the  UnlrerflUy  of  the  State  of  New 
Ifbrk,  sets  forth  that  out  of  14*2  Academies  in  the  state,  pursuing  the  studv  of  B9tanv, 
W,  'or  more  than  thres-Jl/tfu  of  the  whole  number  use  Wood  as  the  standard  Text-book. 
A  llk9  prouDrtion  prev ills  ehewh3re.  T'ls  annail  sale  of  thi  b>  A*  is  bjllayed  to  ex- 
ceed that  ot  all  competing  works  combined.  No  recommend  itlon  in  their  favor  can  be 
more  conclastve  than  this  — especially  when  it  is  considered  that  the  new  CfaMB  Book 
was  first  issued  in  1861,  and  the  ''  Object  Lessons''  in  1808. 


JUST    ISSUED, 

Manteith's  Intennefliate  &  Physical  Geography; 

Or  JlTo.  4  of  ihe  JITationai  €^ogrraphieai  Series.    In  fire 
yolumes.'   By  Montbith  &  MoNallt. 

This  beautiful  yolume  fills  the  only  gap  in  the  gradation  of  this  most 
successful  series. 

The  subject  is  treated  as  a  sclence^etfireefh>m  detail  .and  all  technical  terms  which 
would  perpi^  the  young  lecturer.  The  illustrations,  which  are  numerous  and  beautiful, 
are  adapted  to  the  text 

ON  THE   FLAN  OF   OBJBOT    TEA.OaiNa. 

It  combines  the  Perceptive,  the  Analytic  and  the  Synthetic.  The  earth  Is  first  pre- 
sented as  the  abode  of  man.  affjrdln?  ail  the  miterlaU,  conditions,  productions,  &3.,  n^ 
ce«ary  to  his  existence  and  enjoyment;  then  these  parts  are  considered  separatelr,  and 
In  regard  to  their  mutual  depsnddQce  and  Influences ;  after  which  is  i?lTen  a  description 
of  the  earth's  formation  from  chaos,  of  its  gradual  development,  and  of  its  wonderfhl 
completion.  This  process  Is  likened  to  an  ezz,  whose  fluid  substances,  in  accordance 
with  certain  laws,  become  a  beautiful  living  bfrd. 

EFFECTS  ARE  TBAOBD  TO  THEIB  OA.USES. 

Principles  are  considered.  Inferences  are  drawn  and  sui^s^ested,  vet  such  familiar  lan- 
goage  and  impressive  illustrations  are  employed,  that  what  has  been  heretofore  so  dry 
and  obscure  to  pupils  is  here  made  clear  and  interesting  even  to  the  youngest  M<^i>~ 
tain  ranges,  oceanic  currents,  rivers,  & 3.,  are  view^fd  in  connection  with  their  origin, 
abd  are  ahowa  to  be  so  placed  and  so  organized  as  to  furnish  indUpensable  aid  to  the 
earth's  Inhabitants. 

The  text  of  that  pirt  devoted  to  Physical  Qso^raphy  is  in  narrative  form,  divided  into 
paragraphs,  which  are  so  constructed  that  the  commencement  of  each  appears  m  promi- 
nent type,  to  sn^^est  the  questions.  This  part  may  be  used,  therefore,  both  as  a  Text 
Book  and  as  a  Reader. 

The  Local  Geography  contains  Maps  and  Map  Exercises,  peculiarly  adapted  to  each 
other  and  to  class  recitations.  ^ 

For  terms  for  first  introduction  into  SchooFs,  an<l  fdr  a  full  descriptire 
OAtalogue  of  all  their  issues,  address 

A.  S.  BABNE3  &  CO.,  Educational  Fablishers, 

61  63  &  55  John  Street,  New  York. 

vll-6-l 


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'Bj  the  admirable  system  of  coloring  adopted,  the  plateaus,  mountains,  yalleys,  rtyexs, 
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TSSTIMGNIAIL  PRQM  PRQPCSSeei  AQASSIZ. 

fttm  what  I  know  of  Pro£  Guyot's  Wall  Maps,  etc.,  I  have  no  hedtation  hi  saying 
both  as  to  method  and  execution  they  are  incomjMxrably  superior  to  any  thing  of  the  kind 
published ;  and  in  connection  with  the  series  of  text-books  by  the  same  author, 
Uidi,  I  understand,  are  soon  to  be  published,  they  wHl  form  the  most  valuable  means  for 
t  itndy  of  geograi^y,  in  which  department  there  is  urgent  necessity  for  new  books  adapt- 
^  the  present  adranced  state  of  the  science,    In  fs^  it  is  the  simple  truth,  that  no 
^gtogrophtr  living  undergtands  the  relations  of  the  physical  fwtmre  of  our  earth  so  well,  or  knows 
*^  present  them  to  students  with  such  simplicity  and  clearness  as  Prof,  Gvyot, 

L.  AQASSIZ. 
Ombrit^  Mass.,  March  27th,  1865. 

^IK  PRES8.--T0  be  published  during  the  Fall,  the  first  two  of  ProC  Guyot^s  G[e}ie8  of 
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TEXT-BOOKS  ON  BOTAliTY, 

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The  COVSERVATORT  OF  FLOWERS  in  the  VAUOVAL  PBOPAOAp 
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These  Books  present  the  latest  and  most  accurate  principles  and  derelop- 
ments  of  the  science,  and  ha^e  been  recommended  by  almost  erery  eminent 
Botanist  in  the  country. 

For  comprehensiveness  of  scope,  exactness  and  clearness  of  description, 
accurate  and  scientific  analysis  of  Plants,  and  beauty  of  illustrations,  they  hsTt 
no  equal. 

THE   SERIES   CONSIST   OF 

JVotr  JPtaniS  Grow* — Containing  a  Popular  Flora,  or  in 
Arrangement  and  Description  of  Common  Plants,  both  Wild  and  CultiTated. 
Illustrated  by  more  than  600  Drawings  frtfm  Nature. 

Mt€S8on8  in  Botany  and  Vegetable  PhyHology.-- 

Illustrated  by  over  800  Wood  cuts ;  to  which  is  added  a  copious  Glotsarjff  or 
.Dictionary  of  Botanical  Terms. 

Jnanual  of  Botany • — A  comprehensive  Flora  of  the  Northern 
States  east  of  the  Mississippi,  including  Virginia  and  Kentucky,  arraagod 
according  to  the  Natural  Systtm.  To  which  is  added  Qard<n  Botaht,  aal 
Fourteen  beautiful  Plates  illustrating  the  Genera  of  Ferns, 'Qraasea,  &0. 

MjeHHonn  and  Jfianuah — This  work,  in  one  volume,  is  the  one 
most  used  as  a  complete  Class-book,  by  Students  of  Botany. 

Structural  and  Systen^atie  Botany  and  VegetaHU 

PHYSIOLOGY.  — Being  a  fifth  revised  edition  of  the  «♦  BoUnioal  Text-book,  i 
illustrated  by  over  1,300  Wood  cuts,  to  which  is  added  a  fkill  Glossary, « 
Dictionary  of  Botanical  Terms. 

jnanual  of  Botany,  with  JfioHMH  and  JLiverwort.-^ 

With  Twenty-two  Plates,  illustrating  the  Genera  of  Cryptogamia. 

Flora  of  the  Southern  States.—Bj  A.  W.  Chapman,  H.I). 

The  Plan  of  this  work  is  nearly  the  same  as  that  adopted  by  Prof.  Gbat, 
and  presents  a  systematic  arrangement  of  the  Pheenogamous  and  hightf 
Cryptogamons  Plants  of  all  the  States  south  of  Kentucky  and  Yirginia,  aaA 
east  of  the  Mississippi. 

The  undersigned  are  the  publishers  of — 

Sanders'  Series  of  Readers,  "Willson's  Histories, 

Bobinson's  Series  of  Mathematios,  Bryant  A  Stratton's  BoolkkMfftmgg 

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S^Heimen  pages  of  MUutraiions  ami  other  new  jeatmei  %HU  be  sent  on  applietuion  to  the  pwblisherM. 
**  Etymological  part  remarlcably  well  done.    *    *    We  have  had  no  English  Dic- 
tionary nearer  so  good  in  this  respect.**~A<)r(A  Am.  Beriew,  Jan,,  1605. 

**  In  our  opinion,  it  is  the  best  Dictionary  that  either  England  or  America  can 
hotaL^—Natumal  QuarUrly  RttHew,  Oct,  1864. 
**  No  English  scholar  can  dispense  with  this  work.**— AtftfibfAfca  Sacra,  Jan ,  1865. 
"  Truly  a  Maanum  Ojmu,  a  monument  of  industry,  research,  and  erudition,  worthy 
the  most  cordial  recognition  and  the  highest  praise  of  all  who  write,  speak  or  study 
the  English  language.** — Eoang.  Quarttrty  Rtvitw,  Jan.,  1865. 

**  Inits  general  accuracy,  completeness,  and  practical  utility,  the  work  is  one  which 
none  teho  can  read  or  tm'te  can  hence/oncard  ajord  (o  duptnttwitk,^* — Atlantic  Monthly, 
No9,,  1864* 

^  Viewed  as  a  whole,  wc  are  confident  that  no  other  living  langnogo  has  a  Diction- 
anr  which  so  fullv  and  faithfully  sets  forth  its  present  condition  as  this  last  edition  of 
Webster  does  tliat  ofour  written  and  spoken  English  tongue.*' — Harper' »  Mag,  Jan. ,'65. 
"  Thb  New  Webster  is  glorious— it  is  perfect — it  distances  and  defies  competition 
— it  leaves  nothing  to  be  desired.  As  a  monument  of  literary  labor,  or  as  a  business 
enterprise,  magnificent  in  conception  and  almost  faultless  in  execution,  I  think  It 
equally  admirable.**— >/.  H,  Raymond,  LL.D.,  Pre$.  Vattar  OtUegt, 

WEBSTER'S  8CHOOI.  DICTIONARIES,  Tlz.t 
I.    THE  PRIMARY.  IIL    HIGH  SCHOOL.  V.    COUNTING  HOUSE. 

U.    COMMON  SCHOOL.      IV.    ACADEMIC.  VI.    UNIVERSITY. 

These  popular  School  Dictionaries,  having  been  thoroughljr  revised,  being  extensive- 
ly regaroed  as  the  standard  authority  in  Orthography,  Definition,  and  Pronunciation, 
and  as  THE  BEST  Dictionaries  in  use,  are  respectfully  commended  to  teachers  and 
others.    They  are  much  more  extensively  sold  and  used  than  all  others  combined. 

Q:^Webster*s  School  Dictionaries  are  published  by  J.  B.  UPPINCOTT  &  CO., 
Phihulelphia;  MASON  BROTHERS,  New  York,  and  sold  by  them  and  aU  Booksellers. 
Q^Twenty-five  copies  of  WEBSTER'S  NEW  ILLUSTRATED  DICTIONARY  have 
just  been  placed  in  as  many  of  the  Boston  public  scho(ds  by  the  school  bonrd  of  that  city. 
Q^The  State  of  Maryland  having  recently  established  a  Free  School  system,  its 
State  Board  of  Education  has  just  adopted  Webster*s  series  of  Dictionaries  at  the 
standard,  and  for  exclusive  use  In  the  Public  Schools  of  that  State. 

O^^Neariy  every  State  Superintendent  of  Public  Instruction  in  the  Union,  or  cor- 
respondiiur  ofilcer,  where  sucn  an  one  exists,  has  recommended  WEBSTER'S  DIC- 
TIONARY in  the  strongest  terms.  Among  tnem  are  those  of  Maine.  New  Hampshire, 
Vermont,  Massachusetts,  Rhode  Island,  (^necticut,  New  York.  New  Jersey,  Penn- 
sylvania, Maryland.  Ohio,  Kentucky,  Indiana,  Olinois,  Missouri,  Michigan,  Iowa,  Wis- 
eonain,  MlnnesoU,  North  Carolina,  Alabama,  Califbmia,  and  also  Canada— T  WENT  Y- 
THREbinaD. 

sorALors  PURCiiALSSs. 

The  State  of  NEW  YORK  has  placed  10.000  copies  of  Webster's  Unabridged  in  as 
many  of  her  Public  Sehoob.  The  State  of  WISCONSIN,  over  4,000— nearly  every 
SehooL  The  State  of  NEW  JERSEY,  1.600— nearly  every  School.  The  State  of 
MICHIGAN  made  provlsioo  for  aU  her  Schocds.  The  SUte  of  MASSACHUSETTS 
has  supplied  her  Scwxds— neariy  aU. 

More  than  fca  times  as  many  are  sold  of  Webster's  Dictionaries,  as  of  any  other  series 
in  tfrls  country.    At  least /ow--jl/Nb  of  all  the  School  Books  published  in  this  country 
own  Webster  as  their  itandard,  and  of  the  remainder,  few  acknowledge  my  standard. 
MJI  it*  ALL  tttUCMUilM  T8E0OMOUT  THI MMITID  tTATBI  ^  iRlTltB  PMVUMIt* 


.--v^" 


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HUMAN    PRYSIOLOGY. 

Aiiatoiiii'  and  llyiricne. 

HltMA^  SYSTKM, 

I\  S.  LAMBKUT,    M.D. 

XlltifitratlHi  by  a^a  Fine  Wood  Ba^rarlfigs  nnd  ao  Full  Pok* 

PlAtei»  Coataitilng  very  taatiy  Pifiures;  In  one 

Lnrftu  find  Vory  Hnoddotuo  i^mo  Vol- 

umo,  Strongly  Bouud  tii  Half 

BoAUt  Oloth  BideB. 


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61  WiOliS'lllvfi,  Nv«r  Turk 


NEW  YORK  TEACHER. 


New  Sebies.] MAY,  186G,  [V^l.  VII,  Xo.  8. 

A  Few  Questions. 

It  is  now  generally  believed  that  all  our  knowledge  except  intui- 
tions 18  received  through  the  senses.  In  gaining  and  using  knowl- 
edge, there  is  first,  the  external  world,  second,  thoughts  and  ideas 
in  the  mind,  third,  language,  naming  ideas  by  words  and  naming 
or  expressing  related  ideas  or  thoughts,  by  related  words.  The 
outward  world  is  made  up  of  objcot^  and  relations,  thcreiore  the 
mind  must  engage  in  the  study  of  objects  and  relations,  and  lan- 
guage must  name  or  express  ideas  of  objects  and  relations. 

The  order  of  acc|uisition  appears  to  be,  from  objects  or  relations 
to  thoughts,  from  thought  to  language.  There  must  be  an  outward 
wqrld  before  there  can  be  thought,  and  there  must  be  thought  be- 
fore there  can  be  language  to  express  thought.  This  appears  to  be 
the  natural  order  of  acquiring  knowledge.  Can  this  order  ever  be 
inverted?  Does  the  man  of  sixty  years  learn  by  a  process  really 
different  from  that  by  which  the  child  of  six  years  learns  ?  Does 
the  child  require  peculiar  instruction  because  he  learns  by  a  different 
mental  process,  or  because  of  his  limited  experience  ? 

If  children  are  to  learn  that  the  sum  of  the  three  angles  of  a 
triangle  is  equal  to  two  right  angles,  they  cut  off  the  three  corners 
and  place  them  together  so  that  they  see  that  these  angles  occupy 
the  space  of  two  right  angles.  If  older  children  are  to  learn  the 
same  thing,  they  observe  the  relations  of  certain  lines  and  angles 
till  they  also  perceive  that  the  sum  of  the  three  angles  is  equal  to 
two  right  angles.  Both  reach  the  same  result  by  observing  that 
tbe  three  angles  occupy  the  space  of  two  right  angles.  Neither 
can  be  said  to  know  the  truth  stated  in  the  theorem  till  the  final 
perception  of  equality  between  the  sum  of  the  given  angles  and 
two  right  angles.  If  in  the  primary  school,  it  is  a  violation  of  the 
natural  law  of  acquiring  knowledge  to  give  the  above  statement  or 
[Vol.  XV,  No.  8.]  16 


228  Beaipectjuay  SubmUted. 

theorem  before  the  perception  of  its  truth,  \a  it  any  less  a  yiolation 
of  that  law  to  give  the  same  theorem  in  the  high  school  before  its 
truth  has  been  perceived  ? 

Words  or  names  that  do  not  suggest  ideas  are  worthless,  but  ideas 
without  names  or  words  which  shall  suggest  these  ideas  must  be  of 
great  value.  This  is  evident  when  we  reflect  that  we  name  but  very 
few  of  our  ideas.  Of  the  vast  number  of  geometrical  forms  around 
us,  scarcely  one  in  one  hundred  is  ever  named.  Of  the  almost 
innumerable  shades  of  color,  comparatively  few  are  definitely  named. 
What  then  is  the  value  of  names  ?  How  much  wiser  or  more  edu- 
cated is  the  child  who  can  name  his  ideas  of  plants,  animals,  oolors 
or  forms,  than  he  who  has  the  same  ideas  without  their  names  ? 

Since  ideas  must  ever  be  in  excess  of  words  or  names,  so  that  wc 
can  not  name  all  of  our  ideas,  is  there  any  danger  that,  in  teaching 
children,  we  may  give  too  many  names  ?  a.  q.  m. 


Bespeotfully  Submitted. 


The  commercial  schools,  '^  colleges"  so  called,  advertise  largely 
that  they  tench  by  actual  business  transactions,  carried  on  by  the 
students.  We  can  not  say  to  what  extent  the  facts  justify  the 
advertisements,  for  we  are  are  not  familiar  with  any  of  these  schools 
of  special  training.  But  of  this  we  are  certain,  that  all  schools  may 
profit  by  the  suggestion  thus  advertised.  We  count  it  a  funda- 
mental canon,  that  every  good  school  will  deal  largely  with  actual 
transactions.  By  this  we  mean,  that  every  accomplished  teacher 
will  be  prepared  to  bridge  over  the  gulf  between  school  questions, 
and  the  problems  of  active  life,  in  such  a  way  that  his  graduates 
will  not  be  so  green  and  inexpert  as  they  now  seem  to  be,  when  put 
upon  using  any  of  their  school  learning. 

Not  many  months  since,  we  put  into  the  hands  of  a  graduate  of 
an  excellent  school,  three  notes  which  we  were  about  to  take  up  by 
payment  in  full.  We  were  hurried  for  time,  and  wished  the  creditors' 
computations  verified.  Wc  asked  the  graduate,  ^^  what's  to  pay  on 
those  notes  t "  and  left  her.  She  stood  petrified,  and  in  ten  minutes 
came  to  us  asking,  "Why,  what  do  mean  ?"  We  answered  briefly, 
'^  I  want  to  pay  those  notes  to-day.  Tell  me  what  I  must  pay,  for 
I  am  hurried ! "  She  retired,  and  in  an  hour  brought  them  in, 
with  a  resi^lt  some  three  hundred  dollars  wide  of  truth. 


Bespec^fiaiy  Submitted.  229 

This  graduate  was  a  leading  pupil  in  a  good  school,  a  graduate 
of  first  standing,  but  was  absolutely  at  fault  when  a  problem  came 
to  her  in  a  new  form.  We  invite  any  of  our  professional  readers  to 
try  the  experiment,  by  way  of  examination,  thus :  go  to  some  farmer 
or  banker  and  borrow  a  genuine  bona  fide  note  of  hand.  Put  it  into 
the  hands  of  the  learners  one  by  one,  with  the  simple  question, 
'^What's  that  note  worth,"  and  see  whether  there  is  not  need  of  a 
bridge  across  the  gulf  between  school  work  and  real  work. 

The  canon  we  propound  is  briefly  this :  All  studies  in  school 
should  be  so  taught  as  to  equip  the  learner  fbr  the  actual  problems 
of  af^er  life.  The  canon  applies  to  all  studies  quite  as  pertinently 
ma  to  arithmetic  and  commercial  mathematics.     Thus  e.  g. : 

The  use  of  geography  among  lettered  men  and  scholars,  is  not 
the  transforming  of  memory  into  a  plethoric  gazetteer,  full  of  out- 
landish names :  but  is  to  practice  a  ready  reference  to  books  and 
atlases,  which  are  always  near  by  a  well  trained  man.  Therefore,  in 
school,  we  should  train  the  learners  of  geography  to  an  apt  use  of 
their  books,  as  books  of  reference  and  not  as  books  to  be  memorized. 
Local  geography, — the  geography  of  the  county  and  state, — every 
intelligent  man  should  have  in  his  head.  But  'tis  no  discredit  to  a 
scholar  to  be  unable  to  tell  where  Bayou  Teche  is  in  Louisiana  or 
Bayou  Sara.  It  is  a  discredit  to  a  man  not  to  be  able  to  find  out 
promptly  an  answer  to  such  a  question.  The  pupil  needs  training, 
in  sehooi,  to  a  habit  of  ready  reference.  Thus  :  Teacher  (to  class) 
Boys,  I  was  reading  this  morning  that  copper  from  Detroit  lake 
sells  at  80  cents.  Where  is  Detroit  lake  ?  And  my  brother  is  mate 
on  the  bark  Kobert  Murray,  and  the  Herald  says  she  was  at  Mira- 
goane,  Dec.  80,  look  it  up  and  tell  me  where  my  brother  is.  Prac- 
tice a  class  with  one  question  per  day,  to  train  habits  of  ready 
reference^  for  this  is  the  main  use  of  geographic  attainment  in  afler 
life. 

The  limits  of  a  readable  article  forbid  detailed  illustration .  Suffice 
it  to  say,  that  every  study  that  comes  in  to  school  affords  an  oppor- 
tunity to  a  live  teacher  to  bridge  over  the  space  between  the  school 
artificial  and  the  live  actual. 

Oo  down  cellar  and  see  how  much  coal  there  is  left. 

How  many  thousand  shingles  must  we  get  to  cover  our  roof? 

Ho^  many  rolls  of  paper  do  we  need  to  fix  up  our  class  room  ? 

They  say  that  Samuel  Adams  ought  to  have  a  statue  instead  of 
JohD  Adams,  and  I've  forgotten  about  them  both ;  look  it  up. 


2S0  Lessons  from  a  Shoemaka^s  Stool. 

Write  me  a  letter  ordering  a  ream  of  paper,  a  grou  of  pens,  a 
groBS  of  chalk,  two  dozen  first  readers,  and  a  half  gallon  of  ink. 
Tell  'em  to  send  it  by  Adam's  express,  and  I'll  pay  in  thirty  days. 

When  yon  want  good  soup  shall  the  meat  be  '*pat  on"  in  eold  or 
hot  water  I  wonder  ?  &c.  &c. 

We  end  as  we  begun.  *^  Actual  transactions  carried  on  by  the 
student"  bridge  over  the  gulf  between  school  days,  and  life's  work. 
There  is  a  place  for  teachers  to  do  good  work.  At  institutes,  and 
associations  let  teachers  swap  questions,  and  keep  up  a  stock  of  live 
questions. 

Try  the  plan  once,  and  you  will  never  be  content  with  any  other. 
X  ^'  Respectfully  submitted,"  t.  k.b. 


Prom  Good  Words. 

Lessons  from  a  Shoemaker's  Stool. 

BY  JOHN  KBBa,  H.  M.  IHSFBOTOK  OF   SCHOOLS. 
COMGLUDXD. 

I  led  him  by  degrees  to  take  a  retrospect  of  the  last  half  centory. 
He  told  me,  in  his  simple  unafifected  Doric,  the  history  of  some  of 
his  pupils,  keeping  himself  in  the  background,  except  where  his 
coming  forward  was  necessary,  either  to  complete  the  story,  or  put 
in  a  stronger  light  the  good  qualities  of  some  of  his  old  scholars. 
He  paused  now  and  then,  sometimes  with  his  hands  on  his  knees 
and  his  head  slightly  lowered,  sometimes  with  his  head  a  little  to 
one  side,  and  his  eye  looking  back  into  the  far-off  years,  and  I  saw 
by  his  quiet,  reflective  look  that  he  was  scanning  the  fruits  of  his 
labors,  his  expression  varying  from  gaiety  to  gloom,  as  the  career  of 
a  successful  or  "  ne'er-do-weel"  pupil  passed  in  review  before  him. 

I  complimented  him  on  his  haleness  for  his  years. 

"  Yes,"  ho  replied,  "  I  should  be  thankfu',  and  I  try  to  be't,  but, 
I'm  feared,  no  sae  thankfu'  as  I  should  be.  Except  hearing  and 
memory,  I  hao  my  faculties  as  weel's  when  I  was  ten  years  auld. 
Eh  I  what  a  mercy  !  hoo  many  are  laid  helpless  on  their  back  long 
afore  they're  my  age,  and  hoo  few  are  aboon  the  ground  that  are 
sae  auld."  t 

Here  the  old  man's  voice  faltered,  and  tears  of  genuine  gratitude 
filled  his  eyes. 


Lesmmsfmm  a  Shoemaker's  SlooL  231 

*<  Of  a'  them  ihut  began  life  wi'  me,  X  just  ken  ane  that's  no  ta'en 
awa'.  There  were  twelre  brithers  and  sisters  o'  ns,  and  I'm  the 
only  ane  that's  left.  Mj  faither  dee'd  when  I  was  sixteen.  My 
aulder  brithers  were  a'  oot  at  service,  and  as  I  was  the  only  ane  that 
was  brocht  up  to  my  faither's  trade,  my  mither  and  the  yonnger  anea 
had  to  depend  maistly  on  me,  and  I  thocht  I  was  a  broken  reed  to  de- 
pend on,  for  I  hadna  mair  than  half  learned  my  trade  when  my  faither 
dee'd.  I  mind  the  first  pair  o'  shoon  I  made ;  when  I  hung  them  up 
on  the  pin,  I  said  to  mysel',  ^Weel,  the  leather  was  worth  mair  afore 
I  put  a  steek  (stitch)  in't.'  Ye  ken  they  werena  sae  particular  then 
as  they  are  noo.  If  the  shoe  didna  hurt  the  foot,  and  could  be  worn 
at  a',  they  werena  very  nice  about  the  set  o't.  Mony  a  time  I  thocht 
I  wud  hae  lost  heart,  but  regard  for  my  mither  keepit  me  frae  tle- 
spairin'.  Whiles  I  was  for  ownin'  beat,  and  askin'  the  rest  to 
help  us,  but  my  mither  said,  ^Na  Jamie,  my  man,  we'll  just  work 
awa'  as  weel's  we  can,  and  no  let  the  rest  ken.'  Weel,  I  wrought 
hard  at  my  trade,  and  when  I  should  hae  been  sleepin,'  I  wrought 
at  my  books,  and  I  made  progress  in  baith.  Ah,  sir,"  said  the  old 
man,  with  a  pathos  I  can  not  reproduce,  "  naebody  that  hasna  had  to 
fecht  for  the  best  o'  mithers  can  understan'  my  feelings  when  I  saw 
at  last  that  I  was  able  to  keep  her  and  mysel'  in  meat  and  claes  r^ 
spectably.  I've  had  mony  a  pleasure  in  my  lang  life,  but  this  was 
worth  them  a'  put  thegither.  Ay,"  he  said,  and  his  voice  became 
deeper  and  richer,  '*  it's  grand  to  win  a  battle  when  ye've  been  fech- 
tin'  for  the  through-bearin'  and  comfort  o'  an  auld  widow-mithei 
that  ye  like  wi'  a'  your  heart.  For  oh,  I  likeit  my  mither,  and  she 
deserved  a'  my  likin'." 

Here  he  broke  down,  his  eyes  filled,  and,  as  if  surprised  at  his 
own  emotion,  he  brushed  away  the  tears  almost  indignantly  with  his 
sleeve,  saying,  '^  I'm  an  auld  man,  and  maybe  I  should  think  shame 
o'  this,  but  I  canna  help  being  proud  o'  my  milher." 

'*  I  think  I  can  understand  both  your  perseverance  and  your 
pride,"  I  replied ;  '^  you  must  have  had  a  hard  struggle." 

"  Ay,  I  cam  through  the  hards,  but  if  I  was  to  be  laid  aside  noo, 
it  wud  be  nae  loss  to  my  family,  for  they're  comfortable,  and  could 
keep  me  weel  enough,  and  I'm  sure  they  wud  do't.'^ 

"  Ton  were  well  armed  for  the  battle,"  I  replied,  "  and  it  was 
half  won  before  you  began  it,  for  you  evidently  commenced  life  with 
thoroughly  good  principles  and  strong  filial  affection." 


232  LeuoMfrom  a  Shomaker'a  JSUxd. 

''  Tea,  Tve  reaaon  to  be  t^iaiikfa'  for  a  gad«  np-bringu'.  Mony 
a  caliant  is  rained  by  bad  example  at  home.  I  canna  say  that  for 
myser.  Whatever  ill  I  hae  done  in  my  life  eanna  be  laid  at  my 
Adther  or  mither's  door.  No,  no  I  they  were  a  dacent,  honest,  God- 
fearin'  oonple,  and  everybody  respected  them." 

<^  Their  example  seems  not  to  hare  been  lost  upon  yon,  for  yon, 
too,  have  the  respect  of  every  one  who  knows  you." 

"  Weel,  I  dinna  ken,"  he  replied ;  "  everybody  has  enemies,  and 
I  may  hae  mine,  but  I  dinna  ken  them  ;  I  really  dinna  ken  them." 

'*  Have  you  always  lived  in  this  village  ?"  I  asked. 

"  Tes ;  and,  what's  curious,  I've  leeved  under  four  kings,  four 
bishops,  four  ministers,  and  four  proprietors.  And  for  mair  than 
six^y  years  I've  gane  to  the  chapel  at  least  ance  a  week,  and  that's 
a  walk  o'  eight  mile  there  and  back.  That's  some  traveling  for  ye. 
I  never  was  an  hour  ill  since  I  was  fourteen  years  auld." 

He  still  looks  wonderfully  hale,  but  he  says  that,  for  some  time 
past,  he  has  felt  the  weight  of  years  coming  upon  him. 

"Sometimes,"  he  said,  *^  I  grow  dizsy.  I  dinna  ken  what  it  is  to 
be  the  waur  o'  drink,  but  I  think  it  maun  be  something  like  what 
Fve  felt,  just  sae  diuy  that  if  I  was  to  cross  the  floor,  and  tramp 
on  a  bool  (marble)  I  wud  fa'." 

Judging,  however,  from  his  halencss,  one  would  think  him  not 
much  above  seventy,  and  even  strong  for  that,  and  with  probably 
years  of  good  work  in  him  yet.  He  expresses  himself  clearly, 
methodically,  and  without  an  atom  of  pedantry,  though  in  the 
broadest  Scotch.  He  is,  as  I  have  said,  an  Episcopalian,  and  says, 
"  when  it  is  a  saint's  day,  and  the  bairns  are  telt  no  to  come  to  the 
schule,  for  I  maun  gang  to  the  chapel,  if  I  have  occasion  to  gang 
doon  to  the  shop  a  wee  in  the  morning  afore  chapel  time  to  finish 
some  bit  job,  I  catch  mysel'  lookin'  roun'  for  the  bairns,  though 
there  are  nana  o'  liiem  there.  Na,"  he  continued,  <*  I  couldna  do 
without  my  bairns  noo  at  a' ;  I  cAna  maybe  do  them  muckle  gude, 
but  I  can  do  them  nae  harm,  and  as  lang  as  I  can  try  to  do  them 
gude  I'll  no  gie't  up." 

Thus  ended  my  first  morning  with  James  Beattie  in  February, 
1864,  and  I  felt  as  if  I  had  been  breathing  an  atmosphere  as  fresh, 
bracing,  and  free  from  taint,  as  that  which  plays  on  mid-ocean,  or 
on  the  top  of  Ben  Nevis. 

I  saw  him  a  second  time  in  January  last,  and  though  it  was  again 


LBBacmsfrom  a  Shoemah&r'a  Stool.  233 

s  snowy  day,  I  found  twenty  pupils  present  The  shoemaklng  and 
sehoolwork  go  on  as  before.  The  awl  and  the  hammer  are  as  busy 
as  ever,  and  his  qare  for  his  bairns  unabated.  I  had  scarcely  sat 
down  before  I  asked  for  <<  Bell,"  whose  "  dreadfu'  memory"  had 
surprised  me  the  previous  year.  I  saw,  from  the  grieved  expression 
that  passed  over  his  countenance,  that  something  was  wrong. 

''  Eh,  man,  Bell's  deed.  She  dee'd  o'  scarlatina,  on  the  last  day 
o'  September,  after  eighteen  hours'  illness.  There  never  was  a 
frem'd  body's  *  death  that  gie'd  me  sae  muckle  trouble  as  puir 
Bell's." 

Evidently  much  affected  by  the  loss  of  his  favorite  pupil,  he 
went  on  to  say,  "  She  was  insensible  within  an  hour  after  she  was 
taen  ill,  and  continued  that  way  till  a  short  time  afore  she  was  taen 
awa'y  when  she  began  to  say  a  prayer  —  it  was  the  langes  tane  I  had 
learned  her — and  she  said  it  frae  beginning  to  end  withoot  a  mistak'. 
Her  mither,  poor  body,  thocht  she  had  gotten  the  turn,  and  was 
growing  better,  but  whenever  the  prayer  was  dune,  she  grew  insen- 
sible  again,  and  dee'd  aboot  an  hour  after.  Wasna  that  most 
extraordinar  ?  It  behooved  to  be  the  speerit  o'  God  workin'  in  that 
bairn  afore  ho  took  her  to  himsel'.  Ay,  it'll  be  lang  afore  I  forget 
Bell.  I  think  I  likit  her  amaist  as  if  she  had  been  my  ain.  Mony 
a  time  I  said  she  was  ower  clever  to  leeve  lang,  but  her  death  was 
a  aair  grief  to  me  nane  the  less  o'  that.  I'll  never  hae  the  like  o' 
ber  again.  I've  a  sister  o'  her  here.  Annie  McKenzie,"  he  said, 
addressing  a  little  girl,  ^^  stan'  up  and  let  this  gentlemen  see  ye." 
Turning  again  to  me,  he  said,  '^  She  has  a  wonnerfu'  memory  too, 
but  no  sae  gude  as  Bell's.  She's  just  aboot  six  years  auld.  She  has  a 
prayer  where  she  prays  for  her  faither  and  mither,  and  brithers  and 
sister.  Puir  Bell  was  the  only  sister  she  had,  and  I  said  to  her  ae 
day  that  she  shoaldna  say  'sister'  ony  mair  in  her  prayer ;  and  wud 
ye  believ't  sir  ?  the  tears  cam  rinnin'  doon  the  creatur's  cheeks  in  a 
moment,  and  I  couldna  help  keepin'  her  company.  Ye  wudna 
expect  that  frae  ane  o'  her  age.  She  has  a  brither,  too,  aboot  three 
years  auld,  that  will  come  to  something.  He  has  a  forehead  stickin 
cot,  just  as  if  your  ban'  was  laid  on't" 

Jamie  had  made  good  progress  during  the  year,  and  earned  an- 
other sweetie  easily.  He  had  been  promoted  to* the  dignity  of 
pointing  for  himself,  and  no  longer  requires  the  awl. 

Mr.  Beattie  seems  as  vigorous  as  when  I  saw  him  a  year  ago. 

*  A  person  not  a  relation. 


234  Lessons  from  a  Shoemaker's  Slooi. 

The  only  indication  of  greater  feebleness  is,  that  he  has  taken  rega* 
larly  to  the  nse  of  a  staff.  He  walks,  however,  nimbly  and  well ; 
bnt  he  says  the  dizziness  comes  oyer  him  now  and  then,  and  he  feels 
more  at  ease  when  he  has  a  staff  in  his  hand. 

He  asked  me  if  I  couM  not  come  and  see  him  next  day.  I  said  I 
was  sorry  I  coald  not.  "  I  am  awfa'  vexed  at  that,"  he  said,  *'  this 
is  the  last  day  o'  my  eighty-first  year.  The  mom's  my  eighty-se- 
cond birthday,  and  I  thocht  I  micht  maybe  never  see  anither,  and  I 
made  up  my  mind  to  gie  the  bairns  a  treat.  They're  a'  coming  and 
they  get  a  holiday.     I'm  awfu'  vexed  ye  canna  come." 

"  I  wish  very  much  I  conld,"  I  replied. 

'*  A'  the  neebors,"he  said,  **  are  takin'  an  interest  in't,  and  the 
Colonel's  lady  has  se  nt|me  a  cake  to  divide  among  the  bairns  —  that's 
a  sma'  thing  compared  wi'  a'  her  gude  deeds,  for  she's  a  by-ordnar 
fine  woman.  Ye  maun  come  up  to  my  house  and  get  a  bit  o'  the 
cake." 

I  objected  that  it  was  scarcely  fair  to  break  it  before  to  morrow. 

"  Oo,  ay,  ye  maun  taste  it.  She'll  no  object  to  you  gettin'  a  bit 
o't  afore  the  bairns." 

'^  I  yielded,  of  course,  and  spent  another  pleaaant  hour  with  him 
during  which  I  had  my  first  impression  confirmed  as  to  his  single 
hearted  benevolence,  and  altogether  fine  character.  I  snook  hands 
with  him,  and  as  I  was  leaving  said  I  had  some  intention  of  sending 
a  short  sketch  of  his  labors  to  Good  Wordt,  I  asked  if  he  had 
any  objection  to  his  name  being  mentioned. 

"  Weel,  sir,"  he  said,  "  I'm  real  gratefu'  for  your  kindness  in 
coming  twice  to  see  me,  and  takin'  notice  o'  me  the  way  ye've  done. 
It's  far  mair  than  I  deserve.  I  dinna  think  the  readers  o'  €hod 
Words  will  care  muckle  aboot  the  like  o'  me,  and  I've  never  been 
fond  of  makin'  a  show;  but  if  ye  think  an  article  wi'  my  name  in't 
wud  encourage  ithers  in  my  humble  way  to  do  a'  they  can  for  the 
up-bringin'  o'  puir  creaturs  that  hae  nae  ither  way  o'  gettin'  educa- 
cation,  I'll  no  forbid  ye  to  do  just  as  yc  like." 

"  Well,  then,  I'll  do  it.     Good  bye !" 

"  Wull  ye  gie  me  anither  shake  o'  your  han'  afore  ye  go  ?  I  may 
never  see  ye  again." 

"  Most  willingly,"  I  replied. 

He  took  my  hand  in  one  of  his,  and  lay ing  his  other  on  my  shoul- 
der, said,  ''  I'm  no  a  man  o'  mony  words,  but  I  wud  like  ye  to 
believe  that  I'm  gratefu',  real  gratefu'  for  your  kindnen,  aa  gniefu' 


We  are  not  Made^  but  Orow.  235 

as  an  auld  mao  that  kens  weei  what  kindness  is  can  be,  and  I  wad 
like  ye  to  promise,  if  ye're  hereaboots  next  year,  and  me  spared  till 
that  time,  that  ye'll  no  gang  by  my  door.     WuU  ye  promise  this  V* 

I  gave  the  promise,  and  was  rewarded  by,  two  or  three  kindly 
claps  on  the  back,  a  hearty  squeeie  of  the  hand,  and  "  God  bless  ye 
and  keep  ye." 

.  The  moral  of  James  Beattie's  life  requires  no  pointing.  A  life 
that  has  been  a  discipline  of  goodness,  and  to  which  benevolence 
has  become  a  necessity — "  I  canna  do  without  my  bairns  noo  at  a', 
and  as  lang's  as  I  try  to  do  them  gude  Til  no  gie't  up'' — has  a  sim- 
ple eloquence  that  needs  no  aid  and  admits  of  no  embellishment 
from  well  balanced  phrases. 

May  the  life  which  has  already  far  exceeded  the  allotted  span,  be 
continued  for  years  to  come,  to  a  man  who  has  been  diligent  in 
business,  fervent  in  spirit,  serving  the  Lord. 


We  are  not  Made,  but  Orow. 


A  very  wise  educator  exhorted  his  brethren  to  grow  in  grace  and 
knowledge.  He  evidently  recognized  what  other  teachers  have 
sometimes  forgotten,  that  character,  physical,  intellectual,  and  moral, 
is  the  result  of  growth.  Though  they  had  been  instructed  by  in- 
spired apostles  he  very  well  knew  that  knowledge  could  not  be  put 
on  like  a  garment. 

We  grow  in  knowledge.  All  that  we  can  do  in  educating,  is  to 
place  the  pupil  in  such  relations  as  shall  be  most  conducive  to  his 
growth. 

The  teacher  may  cultivate,  but  he  can  not  create.  The  index  of 
good  teaching  must  be  in  the  effect  upon  the  pupil.  The  teacher 
should  watch  his  class  as  carefully  as  he  does  himself.  This  may 
not  be  done  solely  to  see  how  well  a  lesson  has  been  learned,  but  rather 
to  see  what  power  has  been  acquired  to  reach  forward  from  the 
known  to  the  unknown.  That  teaching  under  which  there  has 
been  intellectual  growth  is  always  shown  by  the  pupil's  increased 
ability  to  help  himself.  The  teacher  who  does  most  for  his  pupils 
is  he  who  gets  them  to  do  most  for  themselves. 

Growth  to  the  pupil  is  an  incident  rather  than  an  end.  This 
may  be  universally  true,  for  in  the  course  of  time  all  the  sciences 


236r  Extracts. 

have  grown  out  of  the  wants  of  society.  In  its  relation  to  educa- 
tion, this  is  a  truth  that  should  not  be  disregarded.  The  child  does 
not  eat  that  he  may  grow,  become  strong,  and  weigh  two  hundred 
pounds;  he  does  not  run  and  shout,  because  he  thinks  exercise  of 
any  other  value  than  for  his  present  enjoyment.  The  philosopher 
sees  beyond,  and  knows  that  food  and  exercise  are  necessary  to  the 
growth  of  the  child ;  the  child  himself  is  seldon  conscious  that  he  . 
grows  at  all.  Is  not  the  law  of  intellectual  growth  exactly  parallel 
to  the  law  of  physical  growth  ?  If  so,  the  growth  of  the  intellect 
should  be  purely  incidental.  Before  the  child  enters  school  he  uses 
his  mind  as  he  does  his  body.  One  grows  by  exercise  the  same  as 
the  other.  He  learns  for  his  own  gratification  just  as  he  eats  and 
plays  for  his  own  gratification.  And  how  much  he  learns  I  Before 
the  age  of  five  years,  he  learns  as  much  of  a  language  as  he  ever 
learns  after  that  age,  not  because  he  cares  anything  about  language, 
but  because  he  wishes  to  talk  and  to  understand  others.  He  learns 
the  more  obvious  properties  of  a  large  number  of  substances ;  to 
abstract,  generalize,  and  classify.  He  has  taken  thousands  of  lessons 
in  form,  size,  color  and  weight,  and  has  never  been  a  "  failure." 
He  has  examined  numberless  plants  and  flowers  and  can  call  many 
of  their  names  at  sight.  He  is  familiar  with  a  large*  number  of 
animals,  birds  and  insects,  and  has  made  such  progress  in  physical 
education  as  no  subsequent  five  years  of  his  life  can  equal — all  this 
he  has  done  and  much  more,  without  having  once  been  told  to  <<  pay 
attention,"  or  having  once  thought  about  learning. 

Without  denying  that  habits  of  persistent  study  should  be  acquir- 
ed as  pupils  advance  in  age,  it  would  aeem  that  in  order  to  yitellectual 
growth,  tasks  should  be  nearly  if  not  quite  unknown.  We  must 
wait  for  children  to  grow  in  mind  as  they  grow  in  stature,  we  may 
direct  and  present  the  proper  subjects  of  thought,  but  their  own 
minds  must  do  the  work  that  shall  result  in  mental  growth. 

A.  a.  M. 


If  you  would  have  a  faithful  servant,  and  one  that  you  like, 
serve  yourself. — Franklin, 

I  was  surprised,  just  now,  to  see  a  cobweb  round  a  knocker,  for 
it  was  not  on  the  gate  of  heaven. — Hare. 

Wisdom  is  ofttimcs  nearer  when  we  stoop,  than  when  we  soar. — 
Winrdsworth, 


The  Thinker.  237 


The  Thinker. 

0,  my  friend,  the  ourUined  palaoo  is  aflood  with  fiery  light, 
And  the  brightsome,  billowy  surges  OTerflow  the  banks  of  night. 
Under  all  the  biasing  splendors,  purples  float,  and  diamonds  flash, 
And  the  smitten  cords  are  yibrant ;  wares  of  sound  together  clash. 
Art  looks  down  from  Aretted  columns  gleaming  fair  with  costly  gold. 
And  her  wondrous  forms  are  liTing,  all  their  meaning  now  unrolled 
Stem  old  heroes  lift  their  weapons,  frosen  pulses  wake  and  glow. 
And  their  subtle,  soomftil  spirits,  look  upon  the  throngs  below. 
Woman's  beauty,  manhood's  glory,  sway  within  the  princely  hall ; 
Wreaths  of  rarest  blossom-fragrance,  crown  this  lordly  festiyal. 

What  haTC  I  to  do  with  revel  1  Though  the  fountain  leap  and  shine, 
Though  the  crystal  goblet  crimson  with  the  sun-rich,  ruby  wine ; 
Tho*  the  palace-door  stand  open  for  my  weary  pilgrim-feet. 
Though  the  dreamy  air  enfold  me,  and  the  master's  welcome  greet ; 
Thgugh  my  senses  haste  to  bathe  them  in  this  fairy-haunted  sea, — 
0 1  I  know  its  siWer  waters  gleam  not,  murmur  not,  for  me  I 
Not  for  me  the  shallow  words  that  dwell  on  lips  of  haughty  calm ; 
Not  for  me  the  syren  singing,  drowning  youth's  prophetic  psalm ; 
Not  for  me  the  tinsel  folly,  draining  strength  and  truth  Arom  lifis ;  ^~ 
I  would  rather  arm  and  struggle  in  the  never-ending  strife  1 

Better  is  the  solemn  silence  reigning  in  my  secret  tower, 

Where  I  hear  the  centuries  treading  with  a  grand,  majestic  power. 

There  I  summon  all  their  columns ;  there  I  bid  the  dead  to  speak ; 

And  I  glean  from  their  strong  utterance,  wisdom  that  the  world  doth  seek. 

All  the  early  builders  bring  me  their  sublime  and  costly  lore. 

And  their  legends  tell  the  story  of  the  far  sea-beaten  shore. 

In  the  gray  old  granite  quarry,  wrought  they  in  the  years  agone. 
Planting  deep  the  rook-foundation,  resting  not  till  life  was  done ; 
Falling  on  the  field  of  slaughter,  where  their  triumph  could  not  die ;  •— 
Victory  shone  above  them,  radiant,  at  their  last,  loud  battle-cry. 
Life  goes  out,  and  blood  is  shed,  whene'er  we  climb  to  loftier  hights  ; 
And  the  steps  our  feet  are  treading,  are  Truth's  faithful,  fearless  knights. 
But  the  dead  are  not  defeated,  and  cold  lips  are  eloquent,  . 

And  the  strength  one  craves,  he  gathers  where  decay  and  dust  are  blent. 
Nay  I  I  cannot  seek  the  palace,  and  forsake  my  throned  kings, 
For  they  wear  a  crown  and  sceptre  that  will  shame  your  gilded  thingi. 


238  The  Thinker. 

Hither  stride  the  grim-browed  barons,  Arom  the  fields  of  Rannjmede, 
With  uplifted  Magna  Charta  won  from  grasping,  kingly  greed ; 
And  I  see  fair  English  freedom  springing  from  the  fertile  sod^ 
Smiling  oTer  English  hillsides,  raising  manhood  nearer  God. 
Ah  I  the  holy  seed  they  scattered,  fell  on  furrows  deeply  ploughed; 
Liberty  stood  up  more  proudly,  wise,  and  grand,  and  lofty -browed. 

Hither  comes  the  Silent  William,  with  his  ranks  of  Flemish  knights ; 

For  the  Fatherland  they  struggle,  holding  fast  their  ancient  righta. 

Flemish  life  sinks  in  the  waters ;  Flemish  blood  flows  o*er  the  dykes ; 

Sterner  stands  good  Father  William,  as  the  Spanish  tyrant  strikes. 

Flemish  cities  lie  in  ashes ;  palace-portals  drip  with  gore ; 

And  the  princes  leaye  their  pageants  for  the  battle's  crash  and  roar. 

Then  I  grasp  the  hands  toil-hardened,  that  withstood  the  gathered  might 

Of  the  terrible  Armada,  strong,  and  thirsting  for  the  light. 

He  whose  slaves  were  homage-laden,  in  the  proud  Escorial, 

Thought  to  make  the  maiden -monarch  bow  a  serrile,  conquered  thrall. 

But  that  host  was  tempest-scattered,  worn,  and  smitten,  and  dismayed; 

Homeward  sailed  the  ships  dismantled,  which  came  mightily  arrayed. 

Slowly  march  the  earnest  pilgrims,  with  their  brows  of  holy  calm, 

Wearing  trailing  robes  of  triumph,  in  their  hands,  the  yictor-palm ; 

And  their  spirit  lights  the  faces  growing  pale  at  Valley  Forge, 

Stirs  the  hearts  whose  crimson  current  sanctifies  the  gloomy  gorge ; 

Crowns  with  glory,  proud  and  peerless,  him  *  we  celebrate  to-night, 

Whom  the  world  lifts  up  with  reverence,  to  a  purer,  saintlier  hight ; 

And  it  falls,  a  benediction,  on  the  men  of  later  days, 

As  we  stand  to  see  their  bravery,  in  a  wondering,  wild  amaze, 

Stand  to  see  their  ranks  transfigured  in  the  cannon^s  awfUl  blaie. 

On  our  rifted  fields  of  battle,  here  again  the  fight  is  won, — 

This  old  fight,  come  through  the  ages,  f^om  the  father  to  the  son. 

It  is  nought  where  armies  gather,  whether  on  the  foam-wreathed  sea, 

Whether  on  the  dykes  of  Holland,  whether  on  the  English  lea  ; 

Whether  in  Italian  valleys,  pressing  back  the  tyrant  horde. 

Charging  for  a  last  encounter,  flashing  out  a  sheathless  sword ;  — 

'Tis  the  same  old  wrong  that  festers ;  'tis  the  same  old  fight  that  glows; 

And  each  new-born  generation  stands  to  deal  its  manliest  blows. 

Underneath  the  surging  tumult,  sits  the  Thinker,  with  his  Thought, 
Stirring  up  the  slumbering  spirits  till  the  mighty  work  be  wrought. 
Eagle-eyed  he  watches  nations,  from  his  narrow-windowed  tower. 
And  his  clarion  wakes  the  peoples,  when  he  sees  the  dawning  hour. 
Down  he  gpropes  among  foundations,  down  among  the  roots  of  things; 
Probes  the  source  of  royal  fictions,  shakes  the  rotten  thrones  of  kings. 

•Written  for  Washington's  Birth-day,  1880. 


Defects  of  Greek  OivUiz^iHon.  289 

ETermore  he  pleads  for  manhood,  eTermore  he  Bhames  the  wrong ; 
ETermore  he  lifts  the  lowly,  breaking  fetter,  whip,  and  thong. 
All  unseen  he  sows  his  Thought,  but  when  the  valleys  wave  with  gold. 
When  into  the  starred  world's  granaries,  richest  wealth  is  freely  rolled ; 
When  the  slave  leaps  from  his  bondage,  and  the  nations  juster  cprow. 
When  Humanity  regenerate,  casts  aside  its  weary  woe ; 
Then  the  Thinker  wears  his  laurel ;  sits  among  the  lordliest ; 
Shines  among  his  throned  monarchs,  in  his  royal  jewels  drest, 
And  within  Truth*s  hallowed  temple,  finds  his  glory  and  his  rest. 

M.  A.  B. 


The  Defects  of  Qreek  Ciyilisation. 

BT  DAYID  BIDDLB  BBIXD. 

The  winds  whistle  among  the  Tuins  of  Palmyra.  The  sands  of 
the  desert  cover  the  broken  monuments  of  Thebes.  The  Pyramids, 
those  piles  of  stone  over  the  tombs  of  kings,  stand  a  monumental 
symbol  of  the  departed  glory  of  ancient  £gypt.  The  grim  demon 
of  destruction  is  enthroned  upon  the  fallen  walls  of  the  Coliseum ;  and 
the  forum  where  Cicero  spake,  with  the  senate  chamber  where  Csdsar 
fell,  are  remembered  only  in  the  literature  of  the  golden  age.  The 
fall  of  these  nations  was  brought  about  by  the  defects  of  their  civili- 
sation. But  of  all  the  great  nations  that  once  ruled  the  world, 
Greece  attracts  the  most  attention.  She  was  once  the  cradle  of  arts 
and  sciences,  the  mother  of  poets  and  orators.  But  even  when  the 
nationality  of  Greece  had  reached  its  zenith,  and  when  the  reign 
of  Pericles  had  adorned  Athens  with  all  the  embellbhments  of 
master  minds,  there  was  a  secret  something  at  work  in  the  state 
which  was  doomed  to  ultimately  undermine  and  destroy  it.  This 
something  was  the  defective  civilization  of  the  state. 

#When  Paul  stood  in  the  midst  of  Mars  hill  and  declared  to  the 
Greeks  a  new  religion,  but  yet  a  true  one,  they  sent  him  away 
with  the  assurance,  ^*  we  will  hear  thee  again  of  this  matter."  Even 
then,  Greece  was  waning  in  its  power,  and  the  rejection  of  the  religion 
of  the  "  unknown  Ged"  was  all  that  was  needed  to  bring  ruin.  But 
the  cross  was  odious  to  the  Greek,  and  God  destroyed  the  nation. 
What  makes  England  and  the  United  States  to-day  the  most 
powerful  nations  of  the  world,  unless  it  is  that  they  are  the 
Christian  nations  ?  What  makes  France  so  volcanic  and  Russia  so 
barbarous,  Spain  so  degraded  and  Rome  so  oorrapt  nnlesB  it  is  their 


240  De/ecta  of  Greek  OivUizoaum. 

perversion  and  abuse  of  this  religion  ?  Where  is  Turkey  to-^ay  7 
She  is  under  the  millstone  of  Mohammedanism.  Where  are  Tyre 
and  Sidon,  with  their  merchant  princes  and  their  trafio  in  the 
treasures  of  the  Indies?  Where  are  those  once  populous  and 
powerful  cities  of  antiquity,  Gush  and  Damascus  and  No  F  They 
have  all,  like  Egypt,  Greece  and  Rome,  withered  away  before  the 
Lord,  because  they  despised  or  abused  his  heavenly  religion. 

So  the  religion  of  Greece  was  not  the  religion  to  benefit  a  people 
or  to  raise  them  to  a  higher  state  of  happiness  or  permanent 
prosperity. 

The  worship  of  Bacchus  and  Venus  was  conducted  in  lewdness 
and  debauchery.  Jove  was  represented  as  an  arbitrary  ruler,  hav- 
ing all  the  passions  and  whims  of  mankind.  The  religion  of  Greece, 
even  in  its  best  phases,  was  all  of  the  head,  while  there  was  no 
heart  in  it  They  had  no  whole-souled  benevolence,  no  heari-felt 
sympathy  with  human  suffering.  Did  man  desire  to  attain  a  high 
office  in  the  state,  to  become  better  or  nobler ;  then  did  the  phan* 
toms  of  the  triform  fates  arise  in  his  dreams  to  assure  him  that 
there  was  a  Divinity  which  shaped  his  ends  rough-hew  them  as  he 
would.  What  inducements  were  held  out  to  any  sincere  reformer 
or  ardent  philanthropist  ?  The  few  smiles  of  a  voluptuous  god,  or 
the  approbation  of  a  people  in  the  shape  of  a  decree  banishing  him 
for  life.  For  the  Greeks  were  apt  to  be  jealous  of  one  who  greatly 
excelled  in  any  point. 

But  if  the  Greeks  envied  a  man  who  wviBpreemtnerUy  they  treated 
with  equal  injustice  one  who  was  not  at  all  eminent.  He  who  pos- 
sessed not  the  title  of  a  Grecian  citisen  through  a  line  of  Grecian 
ancestors,  was  deemed  almost  as  great  a  villain  as  a  oommon  thief. 
In  one  of  the  great  levees  of  the  badly  celebrated  Aspasia,  there 
was  only  one  lady  who  wore  the  symbolical  grasshopper — the 
emblem. of  a  pure-blooded  Greek.  She  was  the  most  highly  favored 
of  all  the  company ;  for  the  others  were  all  Grecian  citiiens. 

Everywhere  the  native  Greek  was  exalted  at  the  expense  of  aliens 
and  bondmen,  and  the  individual  was  sacrificed  for  the  state.  The 
Greeks  either  forgot  or  never  knew  that  the  strongest  element  of 
power  in  a  state  was  an  enlightened  and  intelligent  yeomanry.  All 
else  was  forgotten  in  their  pride  of  state.  They  decked  the  temples 
of  their  gods,  and  crowned  their  public  buildings  with  costly  woiks 
of  art,  while  the  homes  of  the  people  and  the  comfort  of  the  popu- 
lace were  forgotten.    The  will  of  the  people  was  mad^  altogether 


The  Author  of  Thanaiopna.  241 

sabflorrient  of  tbe  extravagance  of  the  state,  and  the  pablio  treasa- 
ries  were  drained  to  purchase  costly  statues  for  the  Acropolis. 

Ivory  was  voted  for  public  statues,  and  gold  was  commanded  to 
adorn  the  place  where  silver  would  have  been  extravagant.  Thusy 
while  outwardly  the  state  was  beautiful  in  the  extreme  it  was  rotten 
at  the  core.  It  was  beautiful  to  the  eye,  but  painful  to  the  pene- 
trating glance  of  the  eKperienced  statesman. 

Among  the  minor  defects  of  the  Greek  civilization  was  the  degrad- 
ation of  women.  True,  the  seats  in  the  theatre  were  sometimes 
reserved  for  ladies  of  rank,  but  very  seldom.  While  the  men 
were  enjoying  intellectual  conversation  with  distinguished  guests, 
the  unfortunate  women  were  doomed  to  the  dreary  drudgeries 
of  the  kitchen.  There  they  plied  the  loom,  while  their  life  passed 
away  with  as  little  variation  as  the  shuttle  which  they  guided. 

America  may  well  learn  a  lesson  from  the  fate  of  other  nations 
that  despised  the  true  Ood  and  trampled  in  scorn  upon  the  weak 
and  lowly. 


The  Author  of  Thanatopsis. 


Wm.  Cullen  Bryant  was  born  in  Cummington,  Massachusetts,  on 
the  third  day  of  November,  1794.  He  gave  early  indications  of 
superior  talents,  and  received  the  instruction  of  his  father.  Dr.  Peter 
Bryant.  When  ten  years  of  age,  he  felt  an  inclination  for  poetry, 
and  several  of  his  very  creditable  translations  from  some  of  the 
Latin  poets,  were  printed  in  the  Hampshire  Gazette  at  Northampton. 
He  wrote  several  pieces  in  verse  which  were  also  publbhed.  At 
thirteen  he  wrote  the  Embargo,  a  political  satire  which  was  never 
surpassed  by  any  poet  of  that  age.  In  1810  he  entered  an  advanced 
chu»  of  Williams  College,  and  soon  became  distinguished  for  his 
general  attainments,  especially  for  his  proficiency  in  the  ancient 
classics. 

He  was  admitted  to  the  bar  at  Plymouth  in  1815.  After  passing 
ten  years  with  good  success,  in  the  courts  of  Oreat  Barrington,  in 
one  of  which,  he  obtained  his  wife^  he  determined  to  turn  his  atten- 
tion exclusively  to  literature.  With  this  view  he  removed  to  New 
York  city  in  1825,  where  in  company  with  a  friend  he  established 
the  New   York  Review  and  Aihenaum  Magazine^  in  which  were 


242  The  Author  of  ThmuxiopBia. 

published  several  of  his  finest  poems.  The  next  year  he  assumed 
the  editorship  of  the  Evening  Po$t,  one  of  the  best  gasettes  in  the 
ooontry,  with  which  he  has  ever  since  been  connected.  Bryant,  in 
company  with  his  family,  has  made  several  visits  to  Europe.  From 
the  first  in  1836,  he  was  obliged  to  return  suddenly,  on  account  of 
the  illness  of  his  cherished  friend  and  partner,  the  late  Wm.  Leggett 
After  his  visit  in  1844,  being  strongly  desirous  of  a  country  residence, 
he  sought  in  the  vicinity  of  New  York  a  place  to  satisfy  his  ideal 
of  a  home.  Sailing  up  Long  Island  sound  eighteen  or  twenty 
miles,  a  beautiful  bay  meets  his  gaze  :  he  is  incited  to  explore  it : 
above  its  head  are  three  ponds,  which  rise  successively  one  above 
the  other,  supplied  by  the  various  springs  that  issue  from  the  tower- 
ing hills  on  the  west,  south  and  east.  The  latter,  Harbor  Hill  is 
the  highest  on  the  coast  between  Maine  and  Florida. 

A  road  sweeps  along  the  sides  toward  the  sound.  Two  churches 
adorn  the  hill  sides,  their  steeples  apparently  striving  to  overtower 
the  surrounding  trees.  Houses  are  scattered  hither  and  thither 
rather  to  command  a  fine  prospect  than  to  constitute  a  village.  Along 
the  western  shore  the  hills  are  so  regular  and  so  clad  in  various  forest 
trees,  as  to  seem  artificial.  The  road,  nearly  half  way  up  their  sides, 
running  parallel  with  the  bay,  is  so  shaded,  that  but  small  portions 
of  it  are  seen  from  the  water. 

The  eastern  coast  on  the  contrary,  is  quite  irregular.  In  som^ 
places  it  rises  nearly  perpendicular  to  a  considerable  hight;  in 
others  it  retreats  back,  gradually  upward  for  a  short  distance, 
whence  up  it  rolls  into  a  lofty  hill.  In  such  a  place,  nearly  a  mile 
from  the  village,  is  the  residence  of  Mr.  Bryant. 

The  old  fashioned  light  brown  house  with  its  broad  projecting 
roof  would  not  in  itself  be  very  attractive,  were  it  in  a  less  favorable 
spot.  It  is  connected  by  an  archway  to  a  square  tower,  which  standi 
on  the  edge  of  the  road.  On  the  south  it  fronts  two  beautiful 
circular  ponds ;  a  lattice  bridge  spans  their  junction.  Around  these 
is  a  white  pebble  walk  skirted  on  either  side  with  a  row  of  red 
cedars.  A  small  outlet  flows  through  an  artificial  channel  obstructed 
with  rocks.  Over  these,  violently  rushes  this  small  foaming  stream 
down  under  a  little  rustic  bridge.  What  a  picture  to  behold  I 
Even  the  untrained  eye  looks  on  with  wonder.  Here  too  is  a  Swiss- 
fashioned  building,  with  water  power  to  force  a  supply  to  the  foun- 
tain of  the  Swiss  cottage,  the  farm  house  on  the  summit  of  4h6  hilL 


Ten  Oomma/ndments  of  Etiquetle.  243 

The  garden  is  abandantly  freighted  with  fruit,  and  richly  apices  the 
atmosphere  with  odors  of  sweet  flowers. 

An  extensive  panoramic  view  is  pictured  to  the  beholder  from 
the  western  or  northern  porches  of  the  mansion.  About  fifteen  miles 
distant,  is  plainly  seen  the  northern  shore  of  the  sound,  together 
with  a  large  surface,  which  is  seldom  free  from  many  vessels  in 
full  sail.  Here  Mr.  Bryant  lives  and  writes  as  one  ^^  who  in  the  love 
of  nature  holds  communion  with  her  visible  forms." 

J.  D.  c. 


The  Child's  Etiquette  in  Ten  Commandments. 

• 
The  following  hints  on  Education,  Etiquette  and  Morals,  from 
the  pen  of  George  Francis  Train,  are  worth  publishing: 

I.  Always  say,  Yes,  sir.  No,  sir.  Yes,  papa.  No,  papa.  Thank 
you.  No,  thank  you.  Good  night.  Good  morning.  Never  say 
How.  or  Which,  for  What.  Use  no  slang  terms.  Hemembor  good 
spelliut^,  reading,  writing,  and  grammar  are  the  base  of  all  true 
education. 

II.  Clean  faces,  clean  clothes,  clean  shoes  and  clean  finger  nails 
indicate  good  breeding.  Never  leave  your  clothes  about  the  room. 
Have  a  place  for  everything,  and  everything  in  its  place. 

III.  Rap  before  entering  a  room,  and  never  leave  it  with  your 
back  to  the  company.  Never  enter  a  private  room  or  public  place 
'Wi^h  your  cap  on. 

IV.  Always  offer  your  seat  to  a  lady  or  old  gentleman.  Let  your 
companions  enter  the  carriage  or  room  first. 

y.  At  table  eat  with  your  fork  ;  sit  up  straight ;  never  use  your 
tooth  pick  (although  Europeans  do)  and  when  leaving  ask  to  be 
excused. 

VI.  Never  put  your  feet  on  cushions,  chairs  or  table. 

YII.  Never  overlook  any  one  when  reading  or  writing,  nor  talk  or 
read  aloud  while  others  are  reading.  When  conversing  listen  atten- 
tively, and  do  not  interrupt  or  reply  till  the  other  is  finished. 

VIII.  Never  talk  or  whisper  aloud  at  the  opera,  theatre  or  public 
places,  and  especially  in  a  private  room  where  any  one  is  singing  or 
playing  the  piano. 

IX.  Loud  coughing,  hawking,  yawning,  sneezing  and  blowing  are 
ill-mannered.  In  every  case  cover  your  mouth  with  your  handker- 
chief (which  never  examine  —  nothing  is  more  vulgar  except  spitting 
on  thefioor'), 

X.  Treat  all  with  respect,  especially  the  poor.  Be  careful  to 
injure  no  one's  feelings  by  unkind  remarks.  Never  tell  tales,  make 
faces,  call  names,  ridicule  the  lame,  mimic  the  unfortunate,  or  be 
cruel  to  insects,  birds  or  animals. 

[Vol.  XV,  No.  8.]  17 


Resident  Editor's  Department. 


MISCELLANY, 

Thb  N.  T.  Statk  Tbacrebh'  Association  will  meet  at  Geneva,  the  last 
Tuesday  in  July  next.  The  President  is  busy  perfeoting  arrangements. 
Programme  in  our  next. 

MotiB  Normal  Schools. —  ProTision  has  been  made  by  the  legislature 
at  its  present  session,  for  the  establishment  of  four  Normal  Schools  in  addi- 
tion to  those  now  in  operation.  The  GoTemor,  Lieutenant  GoTemor,  Sec- 
retary of  State,  Comptroller,  Treasurer,  Attorney  General,  and  Superin- 
tendent of  Public  Instruction,  are  appointed  a  commission  to  receiTe  pro- 
posals in  writing,  from  supenrisors  of  towns,  corporate  authorities  of 
cities  and  Tillages,  trustees  of  colleges  and  academies,  or  from  one  or  more 
individuals,  for  the  establishment  of  such  schools,  containing  specification 
for  the  purchase  of  lands,  erection  of  buildings,  furnishing  of  apparatus* 
books,  etc.  The  act  appropriates  $12,000  per  annum  for  the  support  of 
each  of  such  schools.  This  is  a  move  in  the  right  direction,  and  from 
present  indication,  there  will  be  a  spirited  contest,  attested  by  most  liberal 
offers  Arom  different  localities,  for  the  honor  of  locating  the  schools. 

Another  act  gives  the  Board  of  Education  of  the  city  of  New  York, 
authority  to  establish  a  Normal  School  in  that  city. 

Japan. —  The  English  language  has  been  officially  adopted  by  the  goT- 
•mment  of  the  Japanese  Empire,  and  it  is  taught  publicly. 

Thb  National  Teachers'  Association  will  meet  in  Indianapolis,  Indiana, 
on  the  16th  day  of  August  next.  We  hope  to  announce  a  programme  of  the 
exercises  in  our  next. 

SoBOOL  House  Sites.  —  The  new  law  for  the  appraisal  of  and  acquiring 
title  to  lands  for  School  house  sites,  will,  we  are  persuaded,  speedily  result 
in  the  selection  of  commodious  sites  and  play-grounds,  in  very  many  dis- 
tricts, where,  heretofore,  the  road  Side  on  some  bleak  comer,  or  in  some 
sink-hole,  has  been  the  only  site,  and  the  highway,  the  only  play-ground. 
It  will  stimulate  the  people  to  some  regard  for  such  ornapientation,  by  trees 
and  flowers,  as  will  make  the  school  one  of  the  pleasantest  spots  in  the 
district,  and  the  joys  it  will  offer,  a  compensation  for  even  the  most  irk- 
some of  school  tasks.  Any  eligible  site  may  be  taken,  on  appraisal,  by  a 
vote  of  the  district,  except  cemeteries  and  gardens. 

National  Bureau  or  Education. —  At  a  meeting  of  State  Superintend- 
ents, in  Washington,  in  February  last,  several  valuable  papers  were  read, 
mmong  which  were  the  following :  School  ^taiiMtict,  by  Hon.  C.  R.  Gobom 


lieeident  EdUor^a  Department —  246 

of  Pa . ;  Uniformity  in  (he  School  SyBtem  of  the  different  States,  by  Hon.  L. 
Van  Bokkelen  of  Md. ;  National  Bureau  of  Education,  by  Hon.  E.  E,  White 
of  Obio  ;  Model  State  School  System,  by  Hon.  N.  Bateman  of  111. ;  Defects 
in  the  Existing  Systems  in  the  Several  States,  by  Hon.  C.  M.  Harrison  of  New 
Jersey. 

Great  interest  was  manifested  in  all  these  papers,  which  ably  set  forth 
the  respective  subjects.  The  chief  interest,  howeyer,  centered  in  that  of 
Mr.  White,  and  a  memorial  was  drawn  np,  and  after  full  and  earnest  de- 
bate presented  to  Congress,  together  with  the  draft  of  a  bill  to  establish  a 
-National  Bureau  of  Education.     Mr.  Bateman,  in  the  Illinois  Teacher,  says : 

It  was  the  unanimous  opinion  of  the  Association  that  the  interests  of 
education  would  be  greatly  promoted  by  the  organization  of  such  a  Bureau 
at  the  present  time ;  tbat  it  would  render  needed  assistance  in  the  estab- 
lishment of  school  systems  where  they  do  not  now  exist,  and  it  would  also 
prove  a  potent  means  for  improving  and  vitalizing  existing  systems. 

This  it  could  accomplish : 

1.  By  securing  greater  uniformity  and  accuracy  in  school  statistics,  and 
so  interpreting  them  thiU  they  may  be  more  widely  available  and  reliable 
as  educational  tests  and  measures. 

2.  By  bringing  together  the  results  of  school  systems  in  different  commu- 
nities, states,  and  countries,  and  determining  their  comparative  value. 

8.  By  collecting  the  results  of  all  important  experiments  in  new  and 
special  methods  of  school  instruction  and  management,  and  making  them  the 
common  property  of  school  officers  and  teachers  throughout  the  country. 

4.  By  diffusing  among  the  people  information  respecting  ^e  school 
laws  of  the  different  states ;  the  various  modes  of  providing  and  disburs- 
ing school  funds ;  the  different  classes  of  school  officers  and  their  relative 
duties ;  the  qualifications  required  of  teachers,  the  modes  of  their  exami- 
nation, and  the  agencies  provided  for  their  special  training;  the  best 
methods  of  classifying  and  grading  schools;  improved  plans  of  school- 
houses,  together  with  modes  of  heating  and  ventilation,  etc. —  information 
now  obtained  only  by  a  few  persons  and  at  great  expense,  but  which  is 
of  the  highest  value  to  all  intrusted  with  the  management  of  schools. 

6.  By  aiding  communities  and  states  in  the  organization  of  school  sys- 
'  tems  in  which  mischievous  errors  shall  be  avoided  and  vital  agencies  and 
well-tried  improvements  be  included. 

6.  B/the  general  diffusion  of  correct  ideas  respecting  the  value  of  edu- 
cation as  a  quickener  of  intellectual  activities ;  as  a  moral  renovator  ;  as 
a  multiplier  of  industry,  and  a  consequent  producer  of  wealth  ;  and,  finally, 
as  the  strength  and  shield  of  civil  liberty. 

We  trust  this  movement  may  result  in  some  effective  measure  for  the 
advancement  of  the  interests  of  education,  throughout  the  Union. 

New  Volcanic  Island. —  In  the  month  of  January  last,  commencing  the 
8th,  there  occurred  an  eruption  of  a  submarine  volcano,  accompanied  b^ 


246 


Resident  Editor's  Department. 


heavy  earthquake  demonstrations,  at  New  KaimenS,  near  Santorin,  in  the 
Qrecian  Archipelago.  A  portion  of  Kaimeni  has  sunk,  forming  pools  of 
fresh  water,  whilst  a  new  promontory  at  its  eastern  extremity  appeared 
Feb.  6,  and  from  the  15th  to  the  17th  a  new  island  arose.  The  detailed 
account  of  the  phenomena  is  full  of  interest,  and  we  hope  to  lnak«  room 
for  it  hereafter. 


PERSONAL. 


CnABLis  F.  Childs,  Principal  of  the  High  School  in  St.  Lonia,  and 
recently  Principal  of  the  model  department  of  the  Illinois  Normal  Uni- 
Torsity,  died  Feb.  15.  He  had  CTer  been  among  the  first  in  oTery  moTO- 
ment  for  the  adTaneement  of  public  education,  and,  as  says  the  lUinoii 
Teacher^  *<the  tidings  of  his  untimely  death,  will  eause  many  a  heart  on 
the  prairies  to  beat  sadly." 

M.  M.  M^RBKLL,  for  many  years  principal  of  the  Naples  Academy, 
where  he  has  earned  an  enyiable  reputation,  has  accepted  the  position  of 
Principal  of  the  High  School  at  Watertown,  whither  he  goes  in  September. 
The  Neapolitans  are  in  distress,  and  cry  for  help.  A  good  man  it  wanted  in 
Mr.  Merreirs  place.  It  will  pay  not  less  than  $1,200.  Address  Mr. 
Merrell  at  Naples. 

Pbof.  J.  P.  WicKEBSHAM,  of  the  Millersville  (Pa.)  Normal  School,  pro- 
poses to  take  leave  of  absence  next  July,  to  be  gone  six  months  or  more  in 
visiting  Europe,  especially  for  the  purpose  of  examining  into  systems  of 
instruction.  We  know  of  no  man  better  fitted  to  do  such  a  work  intelli- 
gently, and  to  organize  judiciously  the  results  of  his  inquiries. 

HoBjrx  TooKS. — At  the  end  of  his  speech  against  Home  Tooke,  the  Attor- 
ney-General, [Sir  John  Scott,  afterwards  Lord  Eldon,]  fell  into  his  habitnal 
error  of  justifying  his  character.  **  It  is  the  little  inheritance  I  have  to 
leave  to  my  children,  and  by  God's  help  I  will  leave  it  unimpaired  !"  Here 
he  shed  tears,  and  to  the  astonishment  of  the  court,  the  Solicitor-General 
(Mitford,)  began  to  weep  in  concert.  *  Just  look  at  Mitford,' said  a  by- 
stander to  Home  Tooke,  *  what  on  earth  is  he  crying  for  ?*  'He  is  crying 
to  think  of  the  little  inheritance  Scott's  children  are  likely  to  get.' 

Edward  Damfobth,  Esq.,  as  will  be  seen  by  the  proceedings  of  ths  board 
of  education,  published  elsewhere,  was  reelected  Superintendent,  last 
evening,  by  an  almost  unanimous  vote.  As  Superintendent  of  our  public 
schools,  Mr.  D.  has,  by  his  prompt  and  efficient  service,  won  the  high 
esteem  of  all  who  are  interested  in  our  public  schools.  The  excellence  of 
our  present  school  system  is  owing  in  no  small  measure  to  his  labors. 
The  board  did  a  wise  act  in  reelecting  him  to  the  position  which  he  is  in 
every  respect  so  well  qualified  to  ftU.— TVoy  Ptea,  Marph  IS. 


•■'ie 


-•PI 


Besident  EdiUn^s  DepartmenL  247 

Mr.  William  Kemp,  who  for  a  number  of  years  has  been  President  of  the 
board,  was  reelected.  He  is  an  earnest  and  enlightened  school  man  and 
does  honor  to  the  position. 

JoHir  W.  BuLKLMY,  whosc  serrices  in  the  educational  work  for  more  than 
85  years,  are  known  to  all  our  readers,  has,  of  course,  been  reSleeted 
Superintendent  of  the  Brooklyn  schools.  They  are  to  haye  an  assistant 
Superintendent.  No  man  has  labored  more  faithfully  than  he ;  and  for 
more  than  a  third  of  a  century  he  has  been  an  educational  leader.  The 
labors  Mr  Bulkley  has  discharged  for  many  years  are  too  arduous  for 
any  one  man  to  perform.     Success  to  the  new  enterprise. 

J.  DoBMAN  Stibli,  late  Principal  of  the  Newark  Union  School  and 
Academy,  where  he  had  gained  an  enyiable  reputation,  has  accepted  the 
principalship  of  the  Elmira  Free  Academy,  at  a  salary  of  $1,600,  to  be  in- 
creased. Miss  Marshall,  of  the  Conn.  State  Normal  School  is  to  be  pre- 
ceptress— salary  $700. 

Hon.  Henbt  Barnard,  LL.  D.,  Editor  of  the  American  Journal  of  Educa- 
tion has  become  President  of  St.  John's  College,  Annapolis  Ind. 

H.  J.  SuERRiLL,  for  several  years  Principal  of  the  Hamilton  Union 
School,  has  removed  to  Belvidere,  III.  We  presume  a  larger  salary  had 
something  to  do  with  it.     Well,  he  is  worthy  of  it. 


OBITUARY. 

Eliphalett  Nott,  D.D.,  LL.D. —  Dr.  Nott  was  one  of  the  marked  men 
of  the  age  in  which  he  lived.  From  early  childhood  he  exhibited  a  great 
desire  for  knowledge  and  made  remarkable  progress  in  its  acquisition. 
He  had  not,  of  course,  extended  school  advantages,  but  this  lack  was 
supplied  by  the  faithful  training  of  his  mother,  a  woman  of  well*stored 
mind,  whose  teachings  he  always  remembered,  and  often  mentioned  with 
heartfelt  gratitude  as  the  real  source  of  all  his  success  in  life.  But  at  12 
years  of  age  he  Idst  this  best  of  teachers — and  Arom  thenceforth  he  was 
compelled  to  rely  mainly  upon  his  own  efforts,  as  well  to  supply  his  phy- 
sical as  his  intellectual  wants.  On  the  death  of  his  mother,  he  found  a 
home  with  his  brother,  Rev.  Samuel  Nott,  at  Franklin,  where  he  worked 
at  wages  during  the  spring,  summer  and  autumn,  and  studied  under  the 
direction  of  his  brother  during  the  winter. 

At  the  age  of  sixteen  he  commenced  his  career  as  a  teacher,  yet  still 
pursuing  his  studies,  sometimes  alone,  sometimes  under  the  guidance  of 
a  preceptor ;  but  always  steadily  advancing  toward  his  goal  —  an  hono- 
rable admission  to  college  as  preparatory  to  the  studies  of  the  profession 
he  had  long  since  chosen  for  life  —  th«  Christian  ministry.    Ha  entered 


248  Eeaident  Editor's  Department 

Brown  UnWersity  at  twenty  years  of  age,  and  graduated  in  1796.  After 
leaTing  college,  he  read  Theology  under  Rot.  Joel  Benedict,  of  Plalnfield, 
Conn.,  for  a  time;  receiTcd  a  license  to  preach  from  the  Congregational 
Association  of  New  London  county ;  placed  in  his  saddle  bags  his  little 
stock  of  books  and  clothing,  and  took  his  departure,  on  horse  back,  as  a 
missionary  to  Cherry  Valley,  N.  Y.,  then  a  destitute  field.  Here  he  soon 
gathered  around  him  a  little  flock,  started  a  school  afterwards  known  as 
Oherry  Valley  Academy,  and  thus  entered  upon  his  life  work  at  the  age 
of  twenty-three,  doing  double  duty :  a  preacher  on  the  Sabbath,  a  teacher 
on  secular  days  — at  ■  all  times  a  minister  of  the  Cross.  But  talents  like 
his  could  not  be  **hid  under  a  bushel ;  ^*  his  fame  as  a  preacher  reached 
the  capital,  and  in  1798  he  receiyed  and  accepted  a  call  to  the  first  Presby- 
terian church  of  Albany.  While  here,  he  preached  his  celebrated  sermon 
on  the  *<  Death  of  Hamilton."  This  at  once  gave  him  a  national  reputa- 
tion. A  single  fact  in  this  connection  will  show  at  once  the  vigor  of  his 
mind  and  his  power  of  physical  endurance.  He  was  waited  upon  by  a 
committee  charged  with  the  duty  of  inyiting  him  to  preach  the  sermon, 
accepted  the  invitation,  commenced  and  wrote  it  out  in  full,  and  committed 
it  to  memory  before  he  slept. 

In  1804  he  was  elected  President  of  Union  College,  a  corporation  then 
destitute  of  all  the  necessary  appliances  for  the  students'  proper  adrance- 
ment,  and  of  all  means  for  procuring  them.  Yet  he  accepted  the  post,  and 
entered  upon  his  work  with  that  courage  which  a  strong  sense  of  duty  is 
wont  to  inspire,  and  in  a  short  time  placed  the  college  among  the  first  in 
the  land. 

Dr.  Nott  was  an  original  thinker,  a  profound  scholar,  and  a  great 
teacher.  There  have  been  those  who  have  spoken  lightly  of  his  scholar- 
ship:  But  either  their  own  acquirements  were  not  such  as  to  fit  them  to  be 
judges  of  his,  or  they  knew  not  the  man,  and  gave  opinions  at  second 
hand.  Few  men,  very  few,  have  mastered  so  many  of  the  groat  subjects 
of  human  study.  But  ho  never  afli'ected  a  display  of  learning  —  not  even 
in  the  class  room,  where  men  are  sometimes  in  this  respect  thrown  oflf 
their  guard.  His  manner  of  studying  language,  known  to  very  few  of  the 
thousands  who  have  received  instruction  from  his  lips,  will  show  the 
thorough  way  in  which  he  pursued  all  his  studies.  He  translated  several 
books  of  Homer's  Iliad  from  the  Greek  into  Latin,  ft'om  the  Greek  into 
English,  and  from  each  of  these  back  again  into  Greek,  comparing  each 
with  other,  and  both  with  the  original.  It  was  thus  that  he  acquired 
that  facility  in  the  use  of  language  for  which  he  was  so  remarkable.  But 
he  did  not  bestow  the  highest  praise  on  scholarship  alone.  In  speaking 
of  teachers  he  expressed  his  estimate  of  qualities  in  this  form :  **  We  want 
ffreaf  teachers  and  ffood  scholars,  rather  than  great  scholars  and  poor 
teachers." 


Beaidmt  Editor's  Department  249 

As  a  teacher  he  was  suggestiTe  rather  than  dogmatical  —  waking  up  and 
eliciting  thought,  rather  than  imparting  positive  knowledge — striTing  at 
earnestly  to  secure  true  manhood  as  mere  scholarship.  His  success  as  a 
teacher  is  not  yindioated  by  his  popularity  alone,  but  also  by  the  large 
number  of  his  pupils  who  haTC  acquired  distinction,  and  CTen  eminence  — 
as  statesmen,  in  the  professions,  in  literature  and  the  arts. 

But  he  taught  outside  of  the  lecture  room  and  the  college.  He  is  spoken 
of  as  an  iuTentor ;  and  his  well  known  face  may  be  seen  in  the  state 
library,  in  an  engraring  representing  a  convention  ef  iuTentors.  But  Dr. 
Nott  really  ncTcr  invented  anything  of  personal  utility  to  himself. 

True,  he  iuTcnted  a  stoTe  for  burning  anthracite  coal.  But  he  only 
taught  by  his  base-burning  stove  and  movable  grate  what  was  wanted,  and 
scores,  at  once  profiting  by  the  lesson,  soon  outstripped  their  teacher  in 
its  practical  application.  80  too,  long  years  after,  and  after  costly  expe- 
riments, he  succeeded  in  running  the  steamboat  Novelty,  from  New  York 
to  Albany  as  a  swift  passenger  boat,  using  anthracite  coal  as  fuel.  Tet  in 
this  he  only  taught  what  was  the  element  of  success  in  burning  coal  on 
steamboats ;  and  his  expensive  air  syringes  of  polished  brass,  which  fan- 
ned the  fires  of  the  Novelty,  soon  gave  place  to  the  inexpensive  blower 
now  in  common  use.  As  an  inventor,  he  simply  taught  us  to  bum  anthra- 
cite coal  —  a  priceless  lesson,  blessing  millions. 

Few  men,  especially  of  those  connected  with  the  schools,  hare  wielded  a 
wider  influence  on  education  in  its  broadest  sense,  on  commerce,  on  the 
church  and  state,  than  Dr.  Nott. 

He  was  bom  at  Ashford,  Conn.,  June  25,  1778.  He  died  at  Schenectady, 
N.  T.,  January  29,  and  was  buried  Febmary  2,  1866,  'neath  the  murmuring 
pines  in  the  beautiful  ** Cemetery  of  the  Vale." 

"They  bore  the  venerable  man  to  his  grave  —  not  with  tears  and  grief 
—  for  his  long  life  had  more  than  filled  the  measure  of  expectation,  and 
his  death  was  but  its  fulfilment  —  but  with  reverence  and  awe.  No  words 
spoken  in  eulogy  or  in  commemoration  could  add  to  the  solemnity  of  the 
scene.  He  himself  had  been  one  of  the  most  eloquent  of  men.  Those  who 
have  ever  listened  to  his  words  will  never  forget  the  impressiveness  of  his 
pauses,  or  the  emphasis  of  his  half-hushed  undertones.  Nothing  could 
surpass  them  except  the  mute  eloquence  of  this  his  last  appearance  on 
earth,  his  voice  hushed  to  silence,  its  pause  bounded  only  by  Eternity.*' 

M.  P.  0. 


INTELLIOENCE,—  HOME, 


St.  Lawrence  Go. —  Below  find  a  brief  statement  of  school  examina- 
tions and  lectures  held  in  the  Second  Assembly  District  as  follows:  At 
Russell,  Feb.  8th;  Edwards,  Feb.  9th;  Hermon,  Feb.  10th;  Rensselaer  Fnlls, 
Feb.  12th;  Flackville,  Feb.  18th  ;  Lisbon  Center,  Feb.  14th;  Waddingion, 


250  BeMent  EdUar'a  Department. 

Feb.  16th;  Norfolk,  Feb.  17tb ;  Colton,  Feb.  2]8t;  Pierrepont,  Feb.  22d ; 
and  at  Canton,  Feb.  26th.  Rots.  Waugh,  Lee  and  Lyford,  Profk  White 
and  Ball  of  Canton ;  Rev.  Lent  of  Russell ;  Harper  and  Shaw  of  Lisbon, 
and  James  Cruikshank,  LL.D.,  of  Albany,  gave  interesting  leotnres  to 
attentlTe  and  appreoiatiTe  audienoes.  The  lectures  were  generally  practical 
and  all  well  calculated  to  awaken  a  deeper  interest  in  the  common  schools. 
There  were  1,503  children  from  55  schools,  who  participated  in  the  exami- 
nations, and  their  recitations,  selected  by  the  Commissioner  after  the 
classes  were  called,  usually  exhibited  thorough  drill  on  the  part  of  teachers. 
As  reported  by  them,  815  parents',  82  trustees'  and  81  clergymen's  yisitt 
were  made  in  the  above  named  schools  during  the  winter  term,  preTions  t-k 
the  examinations.  These  are  eyidences  of  an  awakened  educational  inte- 
rest among  the  patrons,  and  they  give  encouragement  to  teachers  and 
school  officers  of  higher  attainments  in  our  district  schools.  Allow  me  to 
recommend,  to  the  readers  of  your  Tkachbb,  these  examinations,  belicTing 
they  are,  when  rightly  conducted,  a  means  by  which  much  good  may  be 
accomplished  in  the  education  of  the  young. 

Truly  yours, 
Clabk  Bakbb,  School  Commissioner. 
Hermon,  April  2d,  1866. 

Hamilton. —  The  Board  of  Education  of  the  Free  School  of  this  Tillage 
are  by  an  act  of  the  legislature,  authorized  to  adopt  the  Hamilton  Academy 
as  the  higher  department  of  said  school. 

Thi  Nkw  Tobk  Fbbb  Academy  has  been  erected  into  a  college,  to  be 
known  as  the  College  of  the  City  of  New  York  —  the  members  of  the  Board 
of  Education  to  the  ex-officio  trustees. 

MoNBOE  County. —  The  Teachers'  Association  of  the  Third  district  met  at 
Spencerport,  Feb.  28  and  24.  Notwithstanding  the  Tery  unpropitious 
weather,  about  90  teachers  were  in  attendance.  The  meeting  was  enli- 
Tened  by  the  presence  of  Profs.  McVicar  of  Brockport,  Clark  of  Parma, 
and  other  friends  of  education  who  dispensed  to  us  a  variety  of  good  things, 
both  witty  and  grave.  Dispersed  throughout  the  entertainment  were 
essays,  orations,  and  poems  from  members  of  the  association.  The  annual 
lecture  was  delivered  by  Rev.  Dr.  Seager  of  Batavia  ;  the  subject  presented 
was  ''American  Scholarship,  and  the  mission  of  the  American  Scholar," 
and  was  handled  in  a  masterly  style,  fully  justifying  the  enviable  reputa- 
tion of  the  doctor.  Geobge  Simms,  President. 

Ma  BY  Flowers,  Secretary. 

Delaware  County. —  Commissioner  Bouton  writes  us:  ** I  think  I  may 
safely  say,  there  never  was  a  time  in  the  history  of  old  Delaware,  when  so 
much  teal  was  manifest  in  the  cause  of  education.  The  mi^or  part  of  the 
teachers  seem  to  feel  the  responsibility  resting  upon  them,  and  the  com- 
miiaionersare  relieving  the  balance  of  any  responsibility  ia  tk«  matter." 


Besident  JEdUor^s  Department.  251 

#BAKKLiN  County. —  The  spring  session  of  the  Teachers'  Institute  in  this 
county  was  held  at  Malone,  for  two  weeks,  commencing  March  19.  The 
literary  exercises  were  under  the  direction  of  the  Editor  of  the  Teaohbr, 
assisted  during  the  second  week  by  Miss  £llen  Seayer  of  the  Oswego  Nor- 
mal and  Training  School.  Miss  Seaver  presented  some  of  the  most  yaluable 
features  of  the  system  taught  at  Oswego,  and  her  lessons  and  discussions 
awakened  a  very  deep  interest.  More  than  one  hundred  teachers  were 
enrolled  and  the  attendance  was  yery  regular.  The  commissioners  regard 
the  session  as  the  most  successful  one  ever  held  in  the  county.  There  were 
lectures  nearly  every  evening. 

The  citizens  of  Ghateaugay  have  voted  to  raise  $8,000  to  build  an  addi- 
tion to  their  school  house. 


INTELLIGENCE.—  FOREIGN, 


Kansas.  —  The  State  Normal  School  is  in  flourishing  condition.  The 
number  of  students  the  past  year  (its  first),  has  been  78. 

The  Normal  School  at  Salem,  Mass. —  We  are  indebted  to  D.  B.  Hagar, 
Esq.,  now  principal  of  this  institution,  for  a  copy  of  the  proceedings  at 
the  close  of  last  term.  The  school  numbered  124  pupils,  of  whom  16 
graduated.     It  can  not  but  prosper  under  its  present  management. 

Michigan. —  The  teacher ^  which  we  are  glad  to  see  revived,  and  which 
is  genial,  able  and  full  of  interest,  gives  us  in  February  number,  an  account 
of  the  15th  Annual  meeting  of  the  State  Teachers'  Association,  held  during 
holiday  week,  at  Battle  Creek.  The  addresses,  essays  and  discussions  as 
reported,  evidence  that  our  Michigan  friends  are  awake.  Richard  Ed- 
wards of  the  Illinois  Normal  University  was  present,  and  delivered  an 
address.  He  also  stirred  up  the  association  on  the  subjects  of  educational 
tests  as  the  basis  of  suffrage,  and  a  National  Bureau  of  Education.  The 
formal  addresses  were  delivered  by  President  Abbot  of  the  Agricultural 
College;  W.  H.  Payne,  the  editor  of  the  Teacher,  and  President  of  the 
Association;  Mr.  Edwards;  Mr.  Bliss  of  Chicago  (on  music);  Prof.  Griffith, 
of  Batavia,  III. ;  Prof.  Gregory,  of  Kalamazoo  College ;  and  Prof.  Mark 
Bailey,  of  Yale  College. 

During  the  present  year  there  have  been  1,195  students  in  the  Michigan 
University.  It  is  the  largest  Universi^  on  the  Continent,  and  its  influ- 
ence is  widely  felt  in  fostering  public  education  in  all  the  schools  of  the 
state. 

Nevada  has  wheeled  into  line,  and  has  a  school  system,  with  a  Superin- 
tendent of  Public  Instruction  (Hon.  A.  F.  White).  There  are  of  white 
children,  between  6  and  18  years  of  age,  2,601 ;  under  6  years,  1,918 ; 


262  Besident  JEditar's  Department. 

under  21,  bom  in  NcTada,  989;  attending  public  schools,  1,848:  Tie 
average  monthly  wages  paid  to  teachers  is,  for  males,  $89.76 ;  for  females, 
$85.20.     A  most  encouraging  state  of  education  is  reported. 

West  Viboinia. — The  second  annual  report  of  the  Superintendent  of 
Free  Schools  is  on  our  table.  The  Superintendent,  Hon.  W.  R.  White,  is 
doing  all  in  his  power  to  organize  an  effective  system  in  this  hitherto 
destitute  region.  There  are  183  school  houses  in  the  state,  valued  at 
$40,841.75.  There  are  5  high  schools,  39  graded  schools,  and  887  com- 
mon schools.  The  children  of  school  age  (C  and  21)  are  68,458 ;  attending 
schools,  15,972 ;  average  daily  attendance,  7,771 :  Teachers,  887  — 171 
males,  21G  females.  Besides  the  number  above,  there  are  20,960  children 
of  school  age  in  counties  where  the  school  system  is  not  Ailly  in  operation. 
A  general  willingness  to  build  houses  and  provide  for  public  education  is 
manifest.  The  foundation  of  a  permanent  school  fund  has  been  laid,  and 
the  state  tax  yields  nearly  sixty  thousand  dollars.  Mr.  White  recom- 
mends county  superintcndency.  Institutes  and  Normal  Schools,  and  regards 
the  establishment  of  a  school  journal  as  a  necessity. 

Wisconsin. —  We  welcome  the  Journal  of  Education  which  has  resumed 
its  labors,  under  the  editorial  charge  of  William  II.  Peck,  and  is  published 
at  Mineral  Point.  The  State  Superintendent  reports  an  increase  over  the 
previous  year  of  11,948  pupils  in  the  public  schools.  The  enrolled  at- 
tendance is  66  per  cent,  of  all  the  children  over  4  and  under  20  years  of  age. 
There  were  7,582  teachers  employed.  The  average  wages  of  male  teachers 
is  $86.45  (per  month?) ;  of  female  teachers  $22.24. 

Ths  Irish  National  Schools. —  The  report  of  the  Commissioners  of 
Education  for  Ireland,  for  1864,  states  that  the  average  number  of  child- 
ren in  daily  attendance  was  815,108,  at  an  expense  of  £1  2t,  M.  eacb. 
The  teachers  received  £284,467;  monitors,  £18,875.  Inspection  cost 
more  than  £23,238  ($116,000).  Compare  this  last  sum  with  the  paltry 
amount  of  $56,000  paid  in  the  state  of  New  York,— that  for  0,200  schools; 
ours  for  11,700. 

Indiana. —  The  Legislature  at  their  recent  session,  voted  to  establish  s 
Normal  School. 

Wisconsin. —  The  Board  of  Regents  of  Normal  Schools  are  to  establish 
one  or  more  such  institutions.  More  than  $30,000  annually,  are  at  the 
disposal  of  the  Board. 

Pbnnsylvania. —  The  February  number  of  the  School  Journal  conUini 
the  Annual  Report  of  the  Superintendent  of  Soldier's  Orphans  (Hon. 
Tho.  H.  Burrowes),  and  the  Annual  Report  of  the  Superintendent  of 
Common  Schools  (Hon.  C.  R.  Coburn).  From  the  former  of  these  we 
learn  that  the  destitute  children  of  tho  deceased  soldiers  of  the  common- 
frea]th,  **have  been  massed  together  in  their  schools  in  considerable  nam- 


BeaiderU  UdUof^s  Department.  253 

l>er8;  they  haTO  been  exempted  from  suffering,  withdrawn  from  many  of 
the  contaminating  influences  of  their  preyious  conditions  and  are  acquir- 
ing to  the  full  as  much  of  knowledge  as  the  very  best  of  our  Common 
Schools  could  afford,  were  they  still  at  home,  and  in  constant  attendance 
thereat."  The  first  year's  experiment  is  considered  as  eminently  success- 
fuL  The  applications  receiyed  were  1846 ;  allowed  1582 ;  actually  rcceiyed 
into  the  schools,  1242 ;  discharged  on  application  of  relatiyes,  16.  To 
entitle  to  benefits,  the  father  must  have  served  in  a  Pennsylvania  regiment, 
or,  being  a  Pennsylvanian,  in  the  regular  army  or  navy,  during  the  rebellion 
must  have  died  in  service  or  by  reason  of  wounds  received.  Or  disease  con- 
tracted, during  such  service,  and  indigence  of  the  applicant,  and  of  the 
mother  or  guardian  must  be  shown.  Children  of  four  years  and  upward 
have  been  received.  Of  the  younger  children,  between  four  and  eight  years 
of  age,  519  have  been  cared  for  in  houses  and  asylums  that  were  already 
in  existence.  Eight  other  schools  have  been  established  and  others  are 
contemplated.  Care  is  had  for  their  religious  as  well  as  physical  and 
intellectual  training,  and  the  children  are  sent  to  those  schools  of  the  same 
denominational  cast  as  that  of  their  deceased  father.  Dr.  A.  G.  Egbert 
of  Mercer  County  has  given  a  farm  of  200  acres,  and  is  to  erect  buildings 
to  cost  not  less  than  $100,000  for  an  asylum.  Another  liberal  gentleman 
offers  $50,000.  From  June  16,  1804,  to  Dec.  1,  1805,  the  expense  has 
been  $103,817,64.  This  is  a  noble  charity.  God  speed  the  large  hearted 
benevolence  that  gives  and  labors  for  it. 

Dr.  Burrowes,  the  Editor  of  the  School  Journal^  animadverts  severely 
upon  the  tone  of  Supt.  Coburn's  report,  and  the  **  ultra-conservAtivcS 
spirit  of  his  administralion.  He  complains  not  only  that  little  progress  has 
been  made,  but  that  no  plans  are  suggested,  and  the  paramount  importance 
of  the  claims  of  public  education  are  not  urged  with  any  adequate  spirit. 
The  report  shows,  certainly,  no  very  encouraging  results.  Some  leading 
statistical  items  are  as  follows  ;  the  items  of  increase  and  decrease  are  in 
comparison  with  the  previous  year,  excluding  the  city  of  Philadelphia : 

School  districts,*  1837,  increase  12  ;  Schools  12,648,  decrease  18;  Whole 
attendance  629,587,  decrease  8,198  ;  Average  attendance  396,701,  decrease 
2,821 ;  Average  term  of  school,  5  months  14  days  increase  2  days.  Whole  no 
teachers,  14,286,  decrease  382  ;  Average  salaries,  males,  $31.82,  increase. 
$6.40;  Average  salaries,  females  $24.21,  increase  $4.05 ;  state  appropriation 
$269,889,  increase  $12,029,50,  ;  Total  cost  of  system,t  $2,792,076.87, 
increase  $410,003.17  ;  There  are  5,641  male  teachers, — decrease  of,  2,232 ; 
and  8,645  female  teachers,  an  increase  of  880. 

YiRaiNiA  is  to  have  an  educational  journal,  the  precursor,  we  hope  of 
free  schools.  Let  the  good  work  go  on.  Nothing  so  well  as  schools  will 
further  the  labor  of  ''reconstruction." 

*  Townships  and  parte  of  townships  under  one  boaid,  not  as  in  New  York, 
tlnclndlng  Philadelphia. 


254  Reddent  Editor's  Department. 

Rhode  Island  Institute  of  Instruction. —  The  'Uwentj-seeond  annual 
meeting"  (the  elerenth  was  held  in  Jan.  1856  —  gained  one  year  in  ten?)  was 
held  in  ProTidence,  commencing  Jan.  26.  Lectures  were  dellTered  as  fol- 
lows: Prof.  Dunn  of  Brown  University,  on  The  Study  of  EngliMk  lAUrti^ 
ture ;  Prof.  S.  S.  Oreene,  on  Teaching  at  antwering  an  Internal  Want  of  the 
Pupil;  Prof.  J.  Lewis  Diman,  on  Political  Education  in  Public  Schools f 
Col.  T.  W.  Higginson,  on  Educational  Mimont  at  the  South ;  S.  H.  Taylor, 
LL.D.,  of  AndoTcr,  on  the  Topography  of  Rome;  Josiah  P.  Cooke,  Jr.,  of 
Harrard  College,  on  The  Value  of  Scientific  Studiet  ae  a  Meant  of  DitcipUne, 

Schools  for  the  Freedmen. —  The  consolidated  report  of  the  Freed, 
man's  Bureau,  shows  that  there  are  at  present  631  schools,  with  1,240 
teachers  and  65,834  scholars,  In  the  southern  states.  There  are  67  schools 
with  about  7,000  scholars  in  North  Carolina.  In  the  District  of  Columbia, 
and  the  surrounding  stations,  there  are  45  schools,  with  100  teachers,  and 
about  4,000  pupils.  In  Louisiana,  the  schools  for  colored  children  have 
all  been  suspended  for  want  of  funds.  The  agent  of  the  Freedman's 
Bureau  in  Alabama  writes  that  he  has  established  a  school  for  the  poor 
whites. —  Am.  Ed.  Monthly. 

Tennessee. —  The  Free  School  Bill  has  been  defeated.  There  are  in  the 
State  80,000  white  people  who  can  neither  read  nor  write. 

Vermont. —  The  sixteenth  annual  meeting  of  the  State  Teachers'  Associa- 
tion was  held  in  Brattleboro,  commencing  Jan.  30.  The  attendance  was 
not  large,  but  the  work  was  earnest*  The  first  eyening  waa  occupied  with 
the  address  of  welcome,  by  Rot.  Mr.  Frothingham,  and  some  remarks  on 
The  Proper  Aim  of  School  Education,  and  by  a  reply  from  General  Phelps  as 
presiding  officer  pro  tem.  Prof.  Bingham  supplemented  the  chairman's 
remarks.  Discussions,  on  arithmetic ;  the  proper  time  to  commence  the  study 
grammar  ;  reading ;  miscellaneous  exercises  for  the  younger  scholars, 
were  engaged  in  with  much  spirit.  Addresses  were  deliyered  by  Prof. 
M.  H.  Buckham ;  Prof.  Atkinson  (?  W.  P.  of  Mass.  Teacher),  U.  N.  Abbott 
of  Burlington,  Hon.  Hampden  Cutts,  Addison  Brown,  B.  F.  Bingham,  and 
Hon.  J.  S.  Adams,  Secretary  of  the  Board  of  Education.  It  is  reported  as 
one  of  the  pleasantest  and  most  successful  meetings  eyer  held  in  the  state. 


LITERARY  NOTES, 


The  Little  Corporal  continues  to  be  as  racy  and  f^ll  of  interest  as 
eyer.     See  advertisement. 

Grace  Greenwood's  ** Little  Pilgrim"  has  lost  none  of  its  yiracity,  and 
its  pure  and  wise  teachings  will  bring  peace  and  joy  into  oar  homes. 
Leander  K.  Lippuioott,  Philadelphia.     Price  60  cents  a  year. 


Beeident  Editor's  Department.  265 

Wm.  Wood  &  Co.,  New  York,  haye  commenoed  the  publication  of  **Tlie 
Medical  Record;  A  Semi-monthlj  Journal  of  Medicine  and  Surgery." 
24  pp.  royal  8yo.     The  initial  numbers  promise  a  journal  of  much  merit. 

SiLLiM AV. — Meesrs.  C.  Scribner  and  Company  announce  an  elaborate 
biography  of  the  late  Professor  Silliman,  by  Professor  Fisher,  of  Yale 
College. 

Applkton  k  Co.  haye  in  press  a  Manual  of  Composition  and  Rhetoric,  by 
Prof.  Baine,  of  the  Uniyersity  of  Aberdeen,  edited  by  G.  P.  Quackenbos. 

Miss  Mabtikbau's  Ehqland  is  completed  by  the  issue  of  the  fourth  yol- 
lime,  (Walker,  Fuller  &  Company,  Boston).  It  embraces  the  period  from 
1816  to  1846. 

Habpbr's  Maqazini  for  April  is  unusually  rich  in  capital  literature. 
This  is  much  to  say  for  a  magazine  that  is  always  first  class,  and  a  uniyer- 
sal  fayorite. 

Thb  Covtbmpo&abt  Rkyiiw  in  the  title  of  a  new  English  monthly, 
edited  by  the  Dean  of  Canterbury,  and  published  by  Strahan  and  Co.,  Lon- 
don and  New  York,  at  $10  a  year. 

Thb  Cbbscbbt  Monthly  is  the  title  of  a  new  magazine,  deyoted  to  Lite- 
rature, Art,  Science  and  Society,  published  in  New  Orleans,  by  William 
Eyelyn.  Vol.  1,  No.  1,  April.  1866,  is  on  our  table  as  we  go  to  press,  and 
will  reoeiye  notice  in  our  next.  Meantime  we  welcome  this  attempt, 
which  promises  so  well,  to  reyiye  a  genial  literature  in  the  South-land. 
The  spirit  of  the  Crescent  is  good,  the  Editorial  Notes  racy.  The  leading 
articles  promise  well,  and  the  list  of  contributors  is  guaranty  of  a  first- 
elasB  magazine.  Wm.  Eyelyn,  90  Camp  street.  New  Orleans.  $5.00  a 
year. 


BOOK  NOTICES. 


HiSTOBT  OF  FaiXDRicH  THB  Sbcond,  Called  Frederick  the  Oreat.  By  Thomas 
Cabltlb.  In  fix  volumes.  Vol.  vi.  New  York :  Harper  and  Broihert, 
1866.     12mo,  cloth,  PP-  608. 

This  concluding  yolume  of  Carlyle's  great  work,   contains  a  complete 

index  of  matter  to  the  entire  work.    No  historian  probably,  oyer  wrote 

Bore  earnestly,  or  made  his  subject  so  completely  a  hero.     He  has  at 

eng^h   followed  him  through   alf  his   ambitions,   his  trials,  his  triumphs. 

le  sees  nothing  but  Friedrich.    He  says :  **  I  define  him  to  myself  as  hither, 

>  the  Last  of  the  Kings ; —  when  the  Next  will  be  is  a  yery  long  ques- 

>n!''     The  chief /ac/«  in  Friedrich's  career  are  matter  of  common  history, 

d  you  may   read  them  in  any  cyclopadia.      Our  author's  estimate  of 

character,  and  of  the  concurrent  eyents  of  his  reign,  — the  inimitable 


256  Beeident  EdUat^a  Departnwnt. 

deification  of  his  illustrious  King,— will  furnish  new  material  to  the  his — 
torian  and  philosopher,   in  working  out  the  picture  of  the  ciTilixation  of^ 
the  century  last  past.     All  maj  not  become  Carlyle's  disciples :  no  one^ 
will  regret  that  he  has  written. 
The  Alphabet  made  East.     Introduttory  to  any  Series  of  ReaderM,  Bt  Wm. 

R.  Wbite,  State  Superintendent  of  Public  Inetruction^  Wett  Virginia.     Pub^ 

Hiked  by  Saryent,  WiUon  j*  JTinckle,  Cincinnati. 

This  is  a  little  book  of  80  pages,  designed  to  teach  by  words,  combining 
them  in  phrases  and  sentences  as  fast  as  learned  ;  and  after  the  first  thir- 
teen lessons  the  words  already  used  are  tabulated  to  be  spelled,  and  other 
lists  are  introduced  to  give  a  wider  scope  to  the  reading.  It  seems  Terj 
judicious,  and  the  illustratiye  cuts  make  it  attractire. 

A  Text  Book  on  Phtsiologt.  For  the  uee  of  Schools  and  Colleges,  Being 
an  Abridgment  of  the  Author^ s  Larger  Work  on  Human  Physiology,  By 
John  William  Draper,  M.  D.,  LL.  D.  Ulustraled  with  nearly  150  Wood 
Engravings.  New  York:  Harper  and  Brothers^  1866,  12mo.  eloth^ pp,  876. 
A  Text-Book  on  Anatomt,  Phtsiologt  ahd  Htoienb.  For  the  use  of 
Schools  and  Families.  By  John  C.  Draper,  M,  D.,  Prof,  of  Natural  JUs- 
tory  and  Physiology  in  the  New  York  Free  Academy,  and  Prof,  of  Anatomy 
and  Chemistry  in  the  University  of  New  York.  170  Illustrations,  Svo.  cloth 
pp.  300.  Harper  and  Brothers.  1866. 
Phtsiologt  and  Laws  of  Health.  For  the  use  of  Schools,  Academies  and 
Colleges.  By  Edwar^  Jarvis,  M.  D.,  New  York:  A.  S.  Barnes  ^  Co. 
1866,  \2mo.  \  roan,  pp.  427. 
Ststematio  Human  Phtsiologt,  Anatomt  and  Htgiene.  Being  an  Analy^ 
sis  and  Synthesis  of  the  Human  System,  with  Practical  Conclusions,  Many 
new  and  complete  Illustrations.  By  T.  S.  Lambert,  M.  D.  Second  Edition, 
New  York:  William  Wood  ^  Co.  1866.  12»io.  J  roan, pp.  420.  ZOfuUpage 
Plates. 

Our  present  limits  will  not  allow  the  extended  and  critical  notice  these 
books  deserve.  We  have  cited  their  titles,  first,  to  give  our  readers  some 
notion  of  their  scope,  and  where  they  may  be  had,  and,  secondly,  to  indi- 
cate the  Talue  we  place  upon  physiological  studies,  which  of  late  are  at- 
tracting considerable  attention. 

The  two  first  named  are  more  properly  college  or  academic  text  books. 
Dr.  J.  W.  Draper's  is  an  abridgment  of  his  larger  work,  and  contains  in 
condensed  form  the  author's  most  yaluable  original  contributions  to  the 
science.  Many  of  the  topics  embrace  the  moro  recondite  features  of  the 
science,  and  have  less  to  do  with  evident  mechanical  action,  than  with 
theories  of  their  primordial  causes,  and  the  laws  that  govern  them.  He  is 
the  author  of  the  •'Electrical  Theory  of  Capillary  Attraction.*'  Value  is 
given  to  the  discussions,  by  the  introduction  of  forcible  illustrations  in 
comparative  physiology. 


Besideni  Editor's  DqpartmerU.  257 

The  second  of  these  books  is  a  formal  statement  in  fifty -four  lectures  of 
the  subjects  embraced  in  its  title.  The  style  is,  however,  easy  and  familiar. 
Some  new  and  Taluable  features  are  presented,  and  the  diyision  relating 
to  Uygiene  can  not  fail  to  interest  and  benefit  the  general  reader.  The 
chapter  on  epidemic  deseases  is  peculiarly  suggestiTc  at  this  time.  The 
book  is  beautifully  illustrated  and  well  printed.  Each  of  these  books  is 
rendered  more  valuable  by  a  copious  index  of  matters. 

Dr.  Jarris  announces  in  his  preface,  that,  **  The  great  and'  sole  object 
of  this  work  is  to  teach  the  laws  of  health,  the  powers  of  the  several  or- 
gans, the  limit  of  their  strength,  the  way  in  which  they  are  to  be  develop- 
ed and  sustained,  their  proper  uses,  and  the  certain  and  evil  consequences 
that  follow  their  misapplication.*'  Its  scope  may  be  gathered  from  the 
titles  of  its  different  divisions  I.  Digestion  :  and  Food ;  II.  Circulation  of 
the  Blood  and  Nutrition;  III.  Respiration;  IV.  Animal  Heat;  V.  The 
Skin ;  VI.  Bones,  Muscles,  Exercise  and  Rest ;  VII.  Brain  and  Nervous 
System.  It  is  not  therefore  a  treatise  on  physiology,  but  a  work  on  prac- 
tical hygiene,  introducing  physiological  facts  and  laws,  as  they  are  neces- 
sary to  further  the  main  purpose  of  the  work.  These  are  judicious,  and 
the  manual  will  be  found  of  great  value. 

Dr.  Lambert's  book  is  simpler  and  more  elementary  than  either  of  the 
two  first  named,  and  more  comprehensive  than  Jarvis'.  A  marked  feature 
will  be  found  in  the  skill  with  which  its  classifications  are  made,  whilst 
the  practical  remarks  occurring  on  almost  every  page  give  significance 
and  point  to  the  formal  discussions.  For  popular  use  as  an  elementary 
text  book  in  the  subjects  named  in  its  title  it  must  take  high  rank. 

We  commend  these  books  to  teachers  who  would  fit  themselves  for  the 
work  which  this  age  demands  of  them  in  the  schools,  and  whilst  they  will 
each  be  found  of  value,  and  having  peculiar  merits,  Dr.  Lambert's  will, 
perhaps,  be  most  suggestive  of  methods,  and  aid  injudicious  classifications. 

A  Plea  fob  the  Queen's  English:  Stray  Note*  on  Speaking  and  Spelling, 
By  Henrt  Alford,  D.D.,  Dean  of  Canterbury.    Second  Edition  —  Tenth 
Thoutand,     Published  by  Strahan,  London,  and  Alexander  Strahan  ^  Co., 
New  York.     Small  Svo.,pp.  287,  vellum  clothe  Price  $1.76. 
This  is  not  a  formal  work  on  philology,  but  a  familiar  running  com- 
mentary on  usages  in  language,  especially  noting  corruptions  of  English  in 
spelling,  pronunciation,  structure ;  vulgarisms,  idioms,  conventional  forms, 
etc.     In  his  introductory  pages,  the  author  happily  justifies  the  attention  he 
has  given  to  these  *' little  things."     He  says :  *'  But  the  language  of  a  peo- 
ple is  no  trifle.     The  national  mind  is  reflected  in  the  national  speech. 
If  the  way  in  which  men  express  their  thoughts  is  slipshod  and  mean,  it 
will   be  very  difficult  for  their  thoughts  themselves  to  escape  being  the 
same.        ♦        «        ♦         Every  important  feature  in  a  people's  language 
is  reflected  in  its  character  and  history."     In  a  truthful  comparison  of 


268  Ee^ideni  Editor's  Departmrnt. 

England  and  America,  we  think  there  will  hardly  be  found  jaetiBeafion 
of  the  following,  which  by  implication  says,  Thank  God  that  v«  (Englif<h) 
are  not  as  they  :  "  Look  *  *  *  at  the  process  of  deterioration 
which  our  Queen's  English  has  undergone  at  the  hands  of  the  Americans. 
Look  at  those  phrases  which  so  amuse  us  in  their  speech  and  books  ;  at 
their  reckless  exaggeration,  and  contempt  for  congruity ;  and  then  com- 
pare the  character  and  history  of  the  nation  —  its  blunted  sense  of  moral 
obligation  and  duty  to  man  ;  its  open  disregard  of  conventional  right  where 
aggrandizement  is  to  be  obtained ;  and,  I  may  now  say,  its  reckless  and 
fruitless  maintenance  of  the  most  cruel  and  unprincipled  war  in  the  history  of 
the  world.'*  We  are,  it  is  true,  not  always  OTer-nice  in  Language,  %ik^perhap$ 
the  speech  of  our  common  people  will  not  compare  with  that  of  the  English 
peasantry !  We  hare  not  yet  learned  the  art  of  such  Christian  warfare,  as 
that  which  history  chronicles  in  the  Sepoy  rebellion,  nor  can  we  show  a 
spectacle  like  the  Jamaica  massacres !  We  are  so  **  cruel  and  unprincipled  '* 
as  to  show  mercy  to  prisoners  and  captives,  and  mete  out  pardon  to  tho8« 
who  sought  our  Nation's  life  to  destroy  it.  , 

The  book  is  on  the  whole  very  readable ;  written  in  a  pleasant  and  raoy 
style,  and  very  suggestive.     It  catalogues  most  of  the  common  errors,  and 
shows  them  up  very  neatly.     Frequent  reference  to  a  controversy  provoked 
by  the  former  edition,  or  of  which  it  formed  a  part,  is  to  American  read- 
ers  of  little  interest.     It  is,  however,  a  valuable  and  necessary  book. 
A  Tbxt-Book  on  Chemistry.     For  the  ttse  of  Schools  and   CoUeget.     By 
IIk5BT  Draper,  M.  D.,  Professor  Atf/unct  of  Chemistry  and  Natural  His- 
tory in  the  University  of  New  York.      With  more  than  three  hundred  iUuttra. 
tions.     New  York:    Harper  ^  Brothers y  1S6G,     12mo.,  pp.  607.     {Copious 
index). 

Professor  Draper  claims  for  this  work,  with  characteristic  modesty,  that 
*'  it  embodies  the  valuable  parts  of  the  work  on  the  same  subject  published 
by  my  father  in  1846,  etc."  A  careful  examination  of  it  shows,  however, 
that  the  instructions  he  received  from  his  father  have  been  put  to  such 
good  account,  that  the  present  work  is  a  statement  of  the  real  condition  of 
the  science  to-day,  with  the  marvellous  advance  it  has  made  in  these  twenty 
years.     Of  its  matter  and  manner  we  must  speak  more  fully  hereafter. 

The  Student's  Practical  Chemistry.  A  Tfxt-Book  on  Chemical  Physics 
and  Inorganic  and  Organic  Chemistry.  By  Henry  Morton,  A.M.,  and  Al- 
bert R.  Leeds,  A.  M.,  Professors  in  the  Philadelphia  Dental  College  and 
the  Franklin  Institutr.  of  Pennsylvania.  Philadelphia  :  J,  B,  Lippineott  f 
Co.,  1860,  12mo,  pp.  311. 

The  principles  of  the  science  are  clearly  stated,  and  the  suggestions  are 
practical.  Many  valuable  tables  and  a  full  index  make  the  work  a  desira- 
ble vade  mecum.  It  is  not  exhaustive,  but  presents  the  usual  range  of 
topics,  with  some  **  valuable  novelties."  The  Chemical  Physios  is  pecu- 
liarly fine. 


Beeidmt  EdUoi^a  Department.  259 

A  Third  Rbadkb,  of  a  grade  between  the  Second  and  Third  Readers  ej  the 
School  and  Famify  eeriee.  Bff  Maboivs  Willbov.  New  York  :  Harper  j* 
Brothers. 

This  beautifal  little  book,  as  happy  in  the  nature  and  arrangement  of  its 
articles  as  it  is  apt  and  elegant  in  its  pictures,  riTals  in  attractiveness  even 
the  books  of  the  regular  series.  The  prose  pieces  are  allegories,  simple 
stories  in  natural  history,  descriptions  of  country  life,  etc.  The  poetic  se- 
lection, of  which  there  are  about  fifty,  are  gems.  We  haTe  not  seen  a 
prettier. 

Classical  ahd  Scixntifio  Studies,  and  the  Great  Schools  of  England,  By 
W.  P.  Atkiwsoh.  Cambridge :  Sever  and  Francis,  ^vo.^  pp.  Ill, pamphlet. 
Price  76  cents. 

This  is  in  part  a  review  of  the  late  report  of  the  Parliamentary  Commis- 
sion, to  investigate  the  condition  of  the  great  classical  and  some  of  the 
more  famous  of  the  grammar  schools  of  England.  The  lecture  was  origi- 
nally read  before  the  Society  of  Arts  of  the  Massachusetts  Institute  of 
Technology.  It  now  appears  with  additions  and  an  appendix  ;  and  for  the 
important  facts  in  the  history  of  the  English  Schools,  so  clearly  stated, 
and  a  calm,  dispassionate  discussion  of  the  claims  of  the  Sciences,  in  those 
schools  almost  wholly  ignored,  it  more  than  merits  the  beautiful  dress  the 
publishers  have  given  it.  The  author,  in  his  preface,  says:  <*Butnei« 
ther  will  it,  I  hope,  be  laid  to  my  charge,  because  I  have  undertaken  here 
to  defend  the  interests  of  Science,  that  I  ^n  insensible  to  the  gloty  and 
beauty  of  the  literatures  of  Greece  and  Rome,  or  to  the  splendor  of  their 
immortal  story.'*  We  believe  the  perusal  of  this  admirable  essay  will  aid 
many  of  our  educators  in  forming  juster  notions  of  the  relations  of  the 
studies  in  a  liberal  course. 


ITEMS. 

Qbhiral  Bubnsidx  is  Governor  of  Rhode  Island. 

Thi  *<  Abraham  Lincoln  School,"  for  freedmen,  New  OrleanSy  was 
opened  Oct.  8,  1865,  in  one  of  the  buildings  belonging  to  the  University  of 
Louisiana,  under  the  auspices  of  Rev.  Thomas  W.  Conway,  assistant  com- 
missioner of  the  Bureau  of  refugees,  freedmen,  etc.  It  soon  had  800 
pupils,  and  an  average  attendance  of  750,  with  14  teachers.  From  70  t^ 
SO  per  cent,  of  ( he  pupils  are  of  mixed  blood.  The  school  was  at  first  ft*9e. 
Pupils  now  pay  $1.50  per  month,  and  the  number  has  decreased  to  about 
400,  with  8  teachers.  Mr.  £.  F.  Waven,  a  native  of  N.  T.  SUte  and  a  grad- 
uate  of  Yale,  was  the  first  principal.  He  has  been  succeeded  by  Mr.  M.  A. 
Warren. 

A  Sfbimq  or  Natubal  Ink. —  It  is  said  that  a  spring  of  natural  ink  has 
been  discovered  in  the  vicinity  of  Buena  Vista  Lake,  and  a  company  has 
been  formed  to  test  the  discovery. 

18 


PRACTICAL 

PENMANSHIP. 


»  fl/  Teaehmv,  V^tpUt,  tmd  profeMionai  Penmen,  containing  one 
9eventff'Hm  pagee,  and  hundreds  of  lUustraHone,  is  now  readff, 

TNK  rOLLOWINQ  IS  TNt  TAM.K  OP  OQIITtRTS. 


DITRpDUClTON.    TBEOBT  OF  FKNMAMBHIP. 

MATCRIAI^  AND  IMPLEMENTS. 

POSITION.    MOVEMENTS. 

CLASSIFICATION  OF  LETTEBS  AND  FIGURES. 

f  OEM     laclndlBK  Dtieriptimi.  AntlTnt,  wd  Faults  of 

I«lltft,  #ith  SujgrMCioni  for  CorrccUajf  th*  Erron. 

nouREs.  spacIno.  shading. 

BUBIHKSS  WBlTUfO.     LADIES' BAND. 


VARIETY  OF  STYLE.    BLACK-BOABD 
WRITING  IN  PRIMARY  8CUOOLI. 
TEACHING  IN  COMMON  SCHOOLS  k  SBXIV^a 
COUNTING  ANI>  DICTATION.     SPECIMEN  MM 
TEACflINC}  IN  COMMI:RCIaLCOLLEGS8. 
CHlKYTHMOGRAPIty. 
PENMANSHIP  AS  A  PROFESSIOIT. 
DRAWING  -  ExplainiBff  Mugiii  of  C 


PHm,  $1.75,  Cloth.       Pries,  $2.25,  Cloth  sxlre,  tisttd  ptpsr. 


The  Model,  The  Standard  of  Penmanshii 

rood  in  NINB-TByrnS  of  ail  the  Normal  9ehooU  in  the  TTnited  States. 

OgMaUy  adopted  and  %ued  in  ail  the  JPritteipal  Citiee  from  New  Yorh  to  Mam  JFVvMcil 

Taught  in  aii  the  Cotnmereial  Coilegee. 

h  has  bMA  M-angnTwl  in  BNOLAND,  and  if  used  In  the  model  Ooonting-roomi  of  LOBOMN,  LITEBFO 

and  MANCHESTER. 

|7*Mofr  LmuuL  Tmu  ffrea  on  COPY  BOOKS  flirnUtied  for  Emnimatiea  or  bi$rodmetmm» 


Spencerian  Charts  of  Writing  and  Drawin{ 

Bi»  in  Number*    In  siee,  24  by  89  Jnehee* 

Thfjr  are  m  printed  aa  to  peisxht  the  appeakamci  of  SUPERIOR  BLACKBOARD  WIHTIflQ.    Tkel 

being  irmoxo  and  wxix  nxpniED,  the  letten  can  be  diftlnetljr  Men  Aoaoss  ns  mnuT  Scsoob  Bosk. 

A   SERIES   OF    DRAWING    LESSONS 

b  ako  repreeiled  upon  the  Chart*,  vhieh,  with  the  Letters,  make  them  b j  ftr  the  most  ATTSAOfi 
AND  INBTBUOTIYJi  CHARTS  erer  presented  to  the  pnbUe.    I^^AddiWi  tlia  PabUsten, 

IVISON,    PHINNEY,    BLAKEMAN    &    CO. 

48    S    SO    WJLLKEM    ETRMET^    NMW   TOMK 
K   Oe   ORiOQS  Sl  CO.  At  ^  >AV>MMQ«TT  A  OC 


oaczoj^xTO. 


•g-g.TT>kTfcJ 


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Mrs.  Markliam^s  History  of  France. 

A  History  of  France,  from  the  Conquest  of  Gaul  by  Julias  Cesar,  to  the 
Beign  of  Louis  Philippe.  With  Conversations  at  the  end  of  each  chapter. 
By  Mbs.  Mabkuam.  Prepared  for  the  use  of  Schools  by  the  addition  of  a 
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Parker^s  Aids  to  Engrllsli  Composition'. 

Aids  to  English  Composition,  prepared  for  Students  of  all  Grades,  em- 
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so  wide  fi  circulation,  or  received  the  approved  andefulorse' 

ment  o/so  many  competent  and  reliable  educators 

in  dU  parts  of  the  United  States  as  this^ 

The  large  and  increasing  sale  of  these  books-^the  emphatic  commenda- 
tions of  hundreds  of  the  best  teaohers  of  the  country  who  baTe  tbstkd 
them  in  the  Class-Room,  and  know  whereof  thej  affirm,  amply  attest  their 
real  merits,  and  fully  commend  them  to  eeneral  faTor,  and  to  the  confi- 
dence of  erery  thorough  and  practical  teacher. 

Among  the  leading  and  most  popular  books  of  the  above  Serieii,  the 
following  may  be  named,  Tiz  : 
Sanders'  Beaden  and  Spellen— con-  Serl'a  ComprahanslTe  Gnunmar— 

fonning  in  Orthography   and  Orthoepy      To  bo  ased  as  a  book  of  reference. 

to  the  latest  editions  of  Webster's  Die-    Spencerian  Copy  Books-«imp1e,  prac- 

tionary.  tical   and    beantlM.     Newly  engraved 

The  Union  Seriea  of  Beadam  and      and  improTed. 

Spellers,  entirely  new  in  matter  and   Spenoerian  Charta  of  Writing  and 

ilhiBtrations,  /md   received   with   great       Drawing— six  in  number.    In  sfaEe,  M 

Aiyor  by  the  best  teachers  in  the  conntry.       by  ao  inches,  on  three  cards. 
Bobinson's  Seriea  of  Arithmetica—   Spenoerian  Key  to  Fraotical  F«n- 

very  popular  ^ith  all  teachers  who  have       manship  for  the  use  of  Teadiera  and 

tested  them  in  the  class-room.  Pupils. 

Bobinson'a   Algebras   and   Higher   Bryant,  Stratton  ft  Faokard'aBook- 

Mathematica  —  entirely    re- written ;      Keeping  Series— beavtiftally  printed  in 

Aill,  complete,  Bcienttflc  and  practical.  Colors. 

Kerl'a  New  Seriea  of  Grammars—   Gray's  Botanical  Seriea— These  books 

unsurpassed    In    simplicity,    clearness,       present   the  latest   and   most  aecoiate 

reseandi,  and  practical  utility.    The  series      principlee  and  devekspments  of  the  id. 

consists  of  enoe,  and  have  been  recommended  by 

A  book  forbeginnen,  and  Introdnctoty       country. 
Kerl's  First  Lesson  in  Grammar-      almost   every  eminent  Botanist  In   the 

to  the  Common  School  Orammar.  Oolton's  Seriea  of  Geographiee— The 

Kerl'a  Conmion  Soliool  Granmiar  —      New  Quarto  Geography,  Just  published 

A  thorough,  complets  and  practical  work       and  added  to  this  series,  surpasses  any- 

for  Conmion  Schools  and  Academies.  thing  of  the  kind  before  the  public 

Willson's  Historiea,         Woodbnry'a  (German  Seriea, 
Vaaqoelle's  French  Seriea,      Bradbury*a  School  Muilo-Books. 

THE  SPENCEBIAN  STEEL  PENS 

Are  regarded  by  the  best  penmen  of  the  country  as  superior  to  all  others. 
I.  P.  B   &  Co.  also  do  a  general  Book  Burtiuess,  keeping  constantly  on 
hand  a  complete  stock  of  School  and  College  Texl-Books  and  IStationery, 
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duction. 
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XI  3c  .A.  nc  X  lor  El 

THE  NEW  EDITION  OF 

BROWN'S  ENGLISH  GRAMMARS, 

BBYISBD,  WITH  ADDITIONS  XH 

ANALYSIS  AND  PARSING, 

BY   HENBY   KIDDLE,  A.M., 

ABslstant  Saperlntendent  of  Common  Schools,  New  York  City. 

This  Seriet  m  the  mott  perfect  and  complete  exposition  of  English  Orammar 

extant,  and  consists  cj 

FIRST  LINES  OF  ENGLISH  GRAMMAR, 

l2iD0,  half  bound,  122  pages.    Price  35  cents,  Net 

INSTITUTES  OF  ENGLISH  GRAMMAR, 

12mo,  Btrou^  leather  biudiDg,  835  p*ge«.    Price  80  cents,  Net. 
III. 

THE   GRAMMAR   OF   ENGLISH   GRAMMARS, 

With  an  introdaction,  Hiatorioal  and  Critical ;  the  whole  methodioallj 
snranged  and  amplj  illnstxmted,  etc.,  etc.,  etc. ;  and  a  Key  to  the  Oral  Bzer- 
oiset,  with  Appendixes,  etc.  Seventh  Edition,  Revised  and  Improved. 
(With  a  fine  portrait  of  the  author  engraved  on  steel).  Enlarged  by  the 
addition  of  a  copions  Index  of  Matters,  bj  SAMUEL  U.  BERiUAN,  A.M. 
1,102  pages,  large  octavo,  handaomelj  bound.    Price  $5.00  net 

This  POPULAR  AND  STANDARD  Series  of  English  Grammars  has  long 
been  the  established  favorite  with  many  of  our  most  successful  teachers,  and 
is  considered  bj  them  more  clear,  9om^d  and  praetiaU  than  any  other  series. 

BROWN'S  GRAMMARS— REVISED 

Are  up  to  the  times. 

Are  Methodical. 

Are  Simple  and  Progrestdve. 

Are  Accurate  and  Comprehensive. 

Are  Bigidly  Exact  in  rules  and  definitions. 

Have  Twenty-five  different  models  of  Analysis. 

Do  not  confuse  the  pupil. 

Have  very  Practical  and  Interesting  examples  of  False 
Syntax. 

Are  more  Strongly  Bound  than  others. 

Teaoh  English  Grammair  Thoroughly. 

Have  borne  the  Test  of  Time  and  the  School  Boom, 
and  are  constantly  incrsasing  in  /asfor  and  wide-spread  use.  They  are  the  re- 
sults of  a  life- time  devoted  to  the  study  of  English  Grammar,  and  **  are  of  a 
class  never  to  die.  At  present  of  anapproachable  excellence  and  the  highest 
possible  authority,  we  doubt  if  ever  they  <y\TL  be  superseded,  at  least  whilst  our 
language  remains  what  it  is."— (s.  u.  b.) 

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OUTOT'S 


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FOR   SCHOOLS. 


Series  No.  I. 

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"By  the  admirable  system  of  coloring  adopted,  the  plateaus,  mountains,  yaUeys,  itrers, 
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"  Oceanica 


TESTIMOniAL  FROM  PROFESSOR  AQASSIZ. 

From  what  I  know  of  Prof  Ouyot's  Wall  Maps,  etc.,  I  have  no  hesitation  in  saying 
hftt  both  as  to  method  and  execution  they  are  inoomparably  tuperior  to  any  thing  of  the  kind 
his  fiff  published ;  and  in  connection  with  the  series  of  text-books  by  the  same  author, 
Vldch,  I  understand,  are  soon  to  be  published,  they  wiU  form  the  most  yaluable  means  for 
he  study  of  geography,  in  which  department  there  is  urgent  necessity  for  new  books  adapt- 
ift  to  the  present  advanced  state  of  the  science.  In  fact,  it  is  the  simple  truth,  that  no 
tktr  ffeo^rqphm'  living  undtrttandi  the  reloHonM  qftktp^sical/kUure  of  our  earth  to  welly  or  hunce 
law  topreeent  them  to  ttmkmU  with  euch  nmplicity  and  cleanets  as  Prof,  Gwfot, 

L.  AQASSIZ. 

Cambridge,  Mate.,  March  21th,  1865. 

IN  PRESS.— T6  be  published  during  the  Fall,  the  first  two  of  Prof  Ouyot*s  Scries  of 
ftscgraphies. 

CHARLES  SORIBNER  &  CO. 


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Till*  f:irt  tliAt  lliLoi  work  Iulo  alri'iuly  p:u«H«d  thmugb  fifl<vti  oditiniiii  Ih  ffuffldcnt  erldence  of  Ita 
Rrent  \:iluo  nii<l  uevd.  Te^timouialrt  frcim  rnunfiit  Prt'fvMioni  and  TrarberH  In  all  |iarU  of  tiM 
c(iuntr>.  (x-riirjiiiK  to  itH  xreatnuTit.  iind  tu  ili<  iicrfeut  lulnptatioa  to  Um  want*  of  studenta, 
have  I.M>ii  rMvivt^i  in  Krvat  numtwm. 

l'Rr>ini:NT  L  iiAMi>u.>.  uf  Walt:rTilie  ('oIleKf^  pronouucei*  it  '*  A  work  of  creat  merit    .    .    . 
The  iKKik  rminot  fuil  of  lielox  faTorably  rect^iTMl  by  clawinai  tMirbera.*' 

UR.  .\sDERn'».x.  I'rrjsidt-Hl  t^'  ifu  Vnirt-rtUy  of  iiochckttr.  A.  J'.,  jwyn:  —  "I  haTe  known  Mr. 
Ilanfon,  the  ttalilnr,  for  many  yfnni,  ai<  a  rip*-  iiml  conmh-nttouR  wbolnr,  and  waii  ]»re|»red  to 
find  hi(i  work  well  ilone.  Hut  it  rt'rtainly  exixt^N  my  vxiMtctaUnnn.  The  Mfleclion*  an  ifood  : 
the  Tiiiten  tftrsc  i*rhi>lariy.  aud  admirably  put  1\w  whnli*  work  Phowh  thr  pracnoe  of  Che  aouna 
icchulHr  and  tlie  itkiliful  tmeber.  li  Hcvma  to  me  a  book  movt  ailmirably  adapted  to  Uut  purpoanf 
uf  studcntH  preparing  for  a>lleK«." 

I'Khsni'KNT  LiNi>sLt.Y,  «{/*  Utt  CtUrtrfUv.  LuliinoH,  7}'jiN.,myi«:  —  "  You  will  accept  my  tfaanka 
for  Uonntn'i  Latin  I^mh^,  and  lluuwn  cC  HiJ/f'n  Ijitin  l'o«'try,  with  which,  aii  reganlp  plan  and 
«>Xi'«'u(i<»ii.  I  am  dK>itle(Jiy  i>leaf>nl.  Very  nttntctive  tuIudh'n  in  apiN-arance.  they  vupply-  a  want 
quite  oxti!nf*ivolv  felt,  in  dlniiuLibintf  the  exiKUKK  of  Mtuduubs  while,  as  4(nR-(«dLi,  tbej  an 
admirnblu,  auit  the  Ugt  Kwncn  to  mr." 

A.  It.  KvANs,  l'rind|uil  of  th«*  Wilmn  ColloKlnte  Institute,  X.  Y..  Myn  :  — "I  introduced  ronr 
l^'purat'-ry  l^tin  I'nuie  lii.-ok.  ai.d  um^  it  in  my  ehmreii  with  inrrctu^  ntii<faction.  It  in, 
wiiiiuut  iloubt,  the  Ix-st  drilMiaok  for  HtuilentH  In  l^tln  Vtwv  with  which  the  publle  hai  been 
favon"!." 

U.  V.  .>loK(»o.v,  Prof,  of  lAnpuatten  in  White«town  Seminary.  N,  Y..  rays  :  —  **  I  oonaiilflr  the 
llandlKXik^  by  fur  Ibu  l>e.'t  nilBpted  to  my  u.«e  of  any  ediliousi  of  tlie  eUu^-icw  extant" 

A.  if.  ItuoK.  rritM-ipiil  of  Hoxlniry  Latin  S*ho«>l,  f<ayi*:— "  He  aro  UDing  the  Latin  Tn§9 
Jiook  with  Kfi'ut  ^uti■>fiu.•tion  aud  extvlleut  n'sulii'." 

M^.  M.  (;\i'Hiix.  l>riii<i|ial  of  the  IIi;;b  .ochoi>l.  Ilnrtfnnl.  t'onn.,  Mya  :—  '*It  Wi  altogether  tha 
mo!4t  pr;.<-tirul  iiud  ."euflMti  edition  of  i'ieero  whi<-h  liai*  yet  appeared,  for  the  claas  and  tbi 
iK^bfK'l-riM'ni The  wleriions  from   "lewir  and  S>alliir;t  are  KO->l,  noieM  excelteut" 

S.  IL  Tatlor.  Trinrinul  of  i  billipx  Ai*;Mloiny.  Hiiyn:  ~  "  No  Ux)k  of  the  kind  ha«  appeared 
whic-h  ii)  butter  a«iaplvd  to  lay  iho  riKht  fuuuduliun  for  a  thorough  knowledge  of  the  Latin  lan- 

KUUKC." 

HANSON  AND  ROLPE'S  LATIN  POETRY, 

A  Handbook  of  Ijatln  Poetry,  Containing  «('loctiunis  fW)zn  Ylrgll,  Ovid  and 
Ilorane ;  with  Nuk-h,  and  liefcrtaiiu!i«  to  IlHrkuoM*  and  Audrvwi)  and  Stoddard^a  Latin 
(rrunun.'irH.  By  .1.  II.  Hanhon.  I*rinci])al  of  the  ClasHical  Institute,  Waterville,  Mo.,  and 
W.  J.  Uoi.pK,  Mnhtcr  of  the  Hit'li  Sch(x)l,  Cambridyo,  Masa.    12mo.     Price  $2.60. 

Like  the  l<ntin  Pro«e  Book  by  Mr.  Ifanidm,  thin  work  rommejided  Itaelf  at  once  to  the  attm- 
tion  of  rliiMxi.  Ill  K-boiiir»<,  and  buji  n-ceiviil  tbo  nioHt  flatteriuK  commeudationa  fh>m  Teacbera  In 
all  pnrtH  of  llie  country. 

A  .1.  ruiiM>?«.  SNfvnutrmL'ut  uf  PnUn'  S-hf^-l^t.  /x^f/v//.  Mtiff.,  «aj-|i:—  "Thcfelertiona,  both  In 
quimtity  HUd  qun  ity,  Mt'Ui  l«>  Imve  U-eu  iu:iil<>  with  Kieiir.  diiHrriuiinatiou,  the  Nutee  ant  jui4 
fiieh  iis  ri.e  ii)iiii>;  .-tinleiit  liittN.  mhI  jiiiIm-iI  all  lb''  «-li'<inul  liitn.r  !<«  wliat  we  mlgh I  expect 
lr»»ui  tin*  exiK'ii'  ui-itl  iiuil  surt-ewful  leHrl.er>  whoH-  iianKf  nre  HrM^-iiiied  in  the  work." 

A.  n.  W  AiKix**.  I*fif'iii<f,r  f/  tirr^k  ami  Fj-Min  in  l-'i\ir,fi'hl  Simmnry^  y.  J',  aaya:  —  "  I  think 
tbii  •iliiion  of  rbe  Ijitin  I'lK'tH  by  fur  tlie  N'^i  yet  i^><uell  In  thb  eouutry  for  the  uec  of  atndnita 
in  our  i'nMK>riiiiiry  Si'IkmiI;!.  nml  even  in  nur  Colleueii." 

Ir\  W.  Ai.IJN.  Prhf'iinn  iu  Ihtt  (\'J'fjittU  hifHtnh:  hi  hhyrtW.  ImL,  myg  :  —  **  It  lua  beautintl 
l^NXik.     I  nni  liMer  |>  <-ii.««-<|  uiib  it  tltnn  I  frXiieerMl  to  Iv.     We  hliali  Uhe  it  In  nnr  luatltute.** 

.T,  H.  Kf'ii'.nT"'.  .sV//»ffiiJ^H»'»/»/  I'f  J*nf^fi'  Mitu J:',  fiirJr^ctfuru,  Ht.,Myn:^** The  hoc!k\Mwbaf9 
nil  prHi-e  in  it>  x'lt><iiiiiiK  aiiil  bi-ljo.  ti»  well  iii>  in  iln  iii-  ebunienl  exveulion.'* 

Tin'  .\'in  Ji/*-j;-  /Wo/,. J-  fv\s:  -  "  We  Imve  at  hst  the  M-lifiri|.}M)ok  Iouk  nnnled. rontalnlnic.  In 
n  fniiviM.ieui  foriii.  nil  iiiiiiiiiiM  ot'l.iiiin  I'm-I'v  (i;uiv  ilrnt  titibal  iipunll)  n^tulred  fi^r  lutinlmioB 
to  riil.ci:!'.  The  M*li-i-tiunH  me  juiii'iouN  iin>t  the  btiif  biouraphimi  and  noten  neem  all  that 
oiuld  U'  ill'  in-.l." 

cir^'uliirH.  runtiiiniiiK  fulU-r  ileoeriiiliimK  of  tbei*o  worko.  and  mi»n?  extended  notletm,  will  bt 
forwur-li'd  It  ilesired.  t'lipie'' of  tl  e  lx>iik  will  Ih*  fitmiKlml  fur  cxamluatita  on  receipt  of  ma- 
hult  ilie  jirire,  with  ihirJy  ei-ntn  p«T  vobniie  for  p'»."<ts»;e. 

CRDSBY  &  AINS WORTH,  PubUshers, 

117  Waahinfcton  Btreot,  BOSTON. 

vii  -H  -tf. 


^nm'R,  laoo.        tw.  vix,  Hd.  i^ 


» 


XEW  YORK  TEACnKR; 


Ijtiv  ^om  ^liuc   aiaiUaj    q^V^sanaiicu, 


Aim  •?  TSB 


OEPAKTMENT   OF  PUBLIC  iNSTKi 


*^ITaiTa  ioxiMw^eTt  •  to  raXov  xar. 


(•j;i.  VT  ^-  u.v.'^'if.  'n%\*ri, 


J.    ^t^  v^  t:  f,: 


NEW  YORK  TEACHER. 


New  Series.]  JUNE,  1866.  [Vol.  VII,  No.  9. 

Thoroughness  in  Teaching. 

''A  few  lubjeots,  thoroughly  taught,  form  the  basis  of  a  good  education." 

This  maxim  is  one  that  every  teacher  should  constantly  bear  in 
jnind.  Great  results  in  teaching  are  not  secured  in  a  few  days,  or 
weeks,  or  months  even.  They  arc  to  be  attained  only  by  long-con- 
tinaed  patient,  systematic  labor.  Uence,  teachers  who  would 
fnlfill  the  high  responsibilities  of  their  calling,  must  be  content 
**  to  kbor  and  to  wait." 

Bat  it  is  systematic,  as  well  as  patient,  long-continued  labor  that 
is  required  to  accomplish  the  best  results  in  teaching.  No  matter 
how  patiently  a  teacher  labors,  or  how  long  the  labor  is  continued, 
if  the  teaching  is  not  based  upon  a  previously  arranged  plan  founded 
upon  philosophical  principles,  and  is  not  pursued  upon  the  same 
plan,  the  desired  result  will  not  be  accomplished.  It  is  therefore 
evident  that  preparation  for  the  work  is  as  essential  to  success  in 
teaching  as  in  any  other  profession  or  occupation. 

Not  only  should  a  teacher,  by  study,  qualify  himself  in  all  the 
branches  of  learning  in  which  he  proposes  to  give  instruction,  but 
he  should  improve  every  opportunity  of  acquiring  knowledge  of  the 
eTery-day  affairs  and  business  transactions  of  life.  It  is  a  lack  of 
knowledge  of  this  kind  on  the  part  of  teachers,  that  causes  so  muf  h 
of  the  valuable  time  of  the  pupils  to  be  wasted  in  studies  that 
neither  discipline  the  mind  to  correct  habits  of  study  and  investiga- 
tion, nor  have  a  practical  bearing  upon  the  concerns  of  business 
life. 

The  time  was  when  a  teacher  who  possessed  a  fair  knowledge  of 
the  bruiches  of  study  pursued  in  common    schools,   considered 

[Vol.  XV,  No.  9.]  18 


260  Ihoroughneaa  in  Teackvag. 

himself,  and  was  considered  by  others,  well  qualified  for  the 
responsible  position  of  teacher.  But  this  is  no  longer  the  case- 
The  teacher  who  wishes  to  keep  pace  with  the  progress  of  the  times 
in  the  Educational  world,  must  make  himself  familiar  with  the  phi- 
losophy of  mind,  that  he  may  fully  understand  the  natural  order  of  in- 
tellectual development  He  must  also  acquaint  himself  with  systems  of 
education,  and  the  best  and  most  approved  methods  of  imparting 
instruction. 

If  there  is  any  one  fault  more  common  than  another,  or  more 
frequently  to  be  found  in  schools  than  all  others — any  one  evil  that 
more  than  all  others  needs  to  be  banished  from  schools — it  is,  that  of 
permitting  a  pupil  to  leave  any  subject  of  study,  before  he  has 
thoroughly  mastered  it,  zo  thoroughly  that  the  principles  become  his 
own  for  future  use.  Teachers  of  little  experience  are  apt  to  consider 
the  amount  of  matter  passed  over  by  their  classes  in  a  given  time,  as 
the  measure  of  their  success  in  imparting  instruction.  But  in  this 
they  are  mistaken.  Their  true  standard  is  to  be  determined,  not 
by  the  number  of  pages  their  pupils  have  passed  during  a  term,  ' 
but  by  their  thoroughness  in  the  subjects  which  they  have  studied. 
Make  a  pupil  thorough  in  whatever  he  attempts,  and  he  acquires 
mental  strength  and  vigor  that  will  enable  him  to  master,  without 
the  aid  of  a  teacher,  those  other  portions  of  his  studies  that  he 
would  &il  to  comprehend  even  with  the  aid  of  a  teacher,  if  he  had 
not  previously  been  made  thorough  in  the  elementary  prineiples  of 
the  subject.  "  Not  how  much  but  how  well,''  should  be  the  govern- 
ing rule  of  instruction. 

It  is  quite  as  important  that  pupils  be  taught  how  to  study,  as 
that  they  be  instructed  in  particular  subjects  or  branches  of  study. 
They  should  be  so  instructed  in  methods  of  study  as  to  be  able  to 
continue  a  course  of  reading  and  investigation  with  profit,  after  they 
leave  school.  This  can  be  done  only  by  giving  them  correct  habito 
of'thought  and  logical  methods  of  analysis.  Give  them  these,  and 
they  will  acquire  habits  of  self-reliance  more  valuable  to  them  in 
afler  life,  than  all  the  knowledge  they  will  acquire  of  books  while 
at  school. 

In  his  efforts  to  be  thorough,  the  teacher  must  not  lose  sight  of 
the  well  established  fact  that  the  greatest  amount  of  talking  to  a 
class  is  not  always  the  greatest  amount  of  instmotton ;  but  that,  on 


ThorougJmeaa  m  Toaching.  261 

the  contrary,  it  often  results  in  a  want  of  thoroughness  in  the  sub- 
ject under  consideration,  and  a  want  of  mental  power  in  the  pupil 
to  grasp  and  master  new  subjects  and  principles.  Many  teachers 
talk  too  much.  They  mistake  the  desire  they  feel  to  tell  the  class 
what  they  know  about  the  lesson  or  subject,  for  the  true  spirit  of 
teaching.  *' Pouring  in"  facts  by  the  page,  till  the  mind  is  full  to 
contusion, —  for  the  mind,  like  the  stomach,  will  receive  only  a 
giyen  amount  of  mental  food  at  a  time,  which  must  be  digested 
before  more  can  profitably  be  taken, — is  in  no  sense  thorough  teach- 
ing. Pupils  do  not  need  to  be  instructed  in  what  they  already 
know ;  but  they  do  need  to  be  assisted  to  discoTcr  how  to  OTcr- 
come  the  obstacles  they  encounter  in  studying  their  lessons. 
Therefore  in  imparting  instruction,  teachers  should  '^  Talk  to  the 
pointy"  remembering  that  "  Plain  statements  oft  repeated  "  will  do 
more  towards  securing  thorough  scholarship,  than  can  ever  be 
secured  by  confusing  the  mind  of  the  learner  with  a  great  amount 
of  talking  and  a  diffuseness  of  ideas. 

£very  lesson  should  be  studied  by  the  teacher  as  well  as  by  the 
class,  that  he  may  mark  out  the  general  course  he  intends  to  pur- 
sue in  conducting  the  recitation,  and  in  giving  the  instruction  that 
may  be  required  by  the  pupils.  He  should  make  notes  of  leading 
points  in  the  lesson,  and  of  the  illustrations  and  references  he 
intends  to  make  use  of.  This  course  will  enable  him  to  dispense 
with  the  use  of  a  text-b'obk  at  recitation,  and  to  inspire  his  pupils 
with  life  and  enthusiasm,  which  he  can  not  do  when  confined  to  a 
text-book.  That  teacher  who  is  obliged  to  keep  a  text-book  open 
before  him,  with  finger  pointing  to  '^  the  place,"  is  yet  far  from  hav- 
ing attained  that  standard  of  thoroughness  which  is  beginning  to 
to  be  required  in  first  class  schools.  Freedom  from  text-book  at 
recitation  should  be  striven  for  by  every  teacher. 

''But"  say  our  readers,  "how  is  thoroughness  to  be  attained?" 
Weam^wer; 

1.  By  employing  teachers  who  are  well  qualified  in  the  subjects 
of  study  and  the  methods  of  presenting  them  to  others ; 

2.  By  thorough  classification  in  school ; 

d.  By  insisting  upon  regular  and  correct  habits  of  study ; 

4.  By  reviewing  lessons  in  advance  of  recitations ; 

5.  By  independence  of  books  at  recitation; 


262  Magnitude  and  MsniwaHim. 

6.  By  assisting  pupils  only  when  they  need  assistance ; 

7.  By  showing  the  practical  application  that  may  be  made  of  the 
knowledge  acquired  at  school ; 

8.  By  being  earnest  and  yet  patient ; 

9.  By  using  familiar  illustrations,  explanations,  and  applications, 
to  reach  the  comprehension  of  the  diflPerent  minds  in  the  class ; 

10.  By  fixing  every  point  before  learning  it ; 

11.  By  neyer  letting  pupils  get  discouraged ; 

12.  By  frequent  reviews,  requiring  them  in  the  form  of  abstracts 
or  synopses  written  by  the  pupib  whenever  the  subjects  will  admit 
of  it. 


The  Imagination. 

The  beautiful  faculty  of  the  imagination,  when  it  has  been  pro- 
perly trained,  is  a  perpetual  well-spring  of  delight  to  the  soul;  but, 
when  foully  or  improperly  trained,  is  a  source  of  constant  uneasi- 
ness. Its  functions  are  mixed  up  with  all  our  joys  and  our  miseries. 
The  words  Fancy  and  Imagination  are  often  used  as  if  they  meant 
the  same  thing.  Fancy  is  the  punter  of  the  soul.  Imagination 
has  an  ampler  mission,  and  does  more  than  mirror  outside  objects 
to  the  soul.  It  takes  up  the  conceptions  we  havo  formed,  and 
improves  on  them;  arranges  them  in  novel  combinations;  and, 
from  the  exact  delineation  or  portrait  of  things  transmitted  through 
the  senses  and  retained  by  ipemory,  it  works  up  new  ideas.  Imagi- 
nation is  the  poet  of  the  soul. 


Magnitude  and  Mensuration. 

Knowledge  to  be  available  must  be  arranged  and  classified.  The 
different  parts  of  any  given  branch  of  science,  as  presented  in  the 
text-book,  do  not  usually  present  themselves  to  the  learner  in  their 
true  relations ;  each  statement  appears  as  an  unrelated  fact. 

Though  each  lesson  may  have  been  well  recited,  the  pupil  has 
failed  to  get  any  clear  conception  of  the  limits  of  the  subject  or  of 
the  different  topics  which  it  includes.  To  present  the  oulines  of  a 
subject  to  the  eye,  and  through  the  eye  to  the  mind,  I  have  found 
schedules  of  great  value.  When  correctly  prepared  they  present  at 
a  single  glance  the  different  topics,  their  relation  and  classification. 
By  causing  pupils  to  produce  these  schedules  for  themselves,  they 


Motgnitude  <md  li/bnm/raiicm. 


263 


form  habits  of  arranging  and  classifying  their  knowledge — ^habits 
without  which  no  great  excellence  can  be  attained.  Snch  sched- 
ules also  appear  to  be  the  only  true  basis  of  a  topical  recitation. 

The  schedule  here  presented  exhibits  only  those  points  usually 
brought  out  in  our  common  arithmetics.  It  is  neither  full  nor  per- 
fect, but  it  illustrates  my  meaning.  In  a  topical  recitation  by  this 
schedule  the  method  of  measuring  should  be  given  immediately  after 
the  definition  of  the  form  requiring  measurement.  It  should  be 
remembered,  however,  that  no  topical  recitation  should  be  attempted 
till  the  pupil  is  familiar  with  all  the  things  classified — first,  things, 
then  relations. 

Points  r  Straight 

Acoording  to  direction  I  Curved 
(  Broken 


H 

Q 
P 

B 


a 


According  to  relations 
'  Parts      f  Tertex 
(Sides 
(Right 
Classi-  i  Acute 
fication  (  Obtuse 

Triangles 


ii 


Vertical 

Parallel 

Perpendicular 

Oblique 

Horiiontal 


Plane 
Curved 


5  r 


Base 
Altitude 


Classification 


CO 


o  S 


Equilateral 

Isosceles 

Scaline 


SS    rRight 


fKigl 
\ObU 


Oblique 


Quadri- 
laterals 


l{ 


Base 
p^  t  Altitude 

Classification 


Pentagon 
Hexagon 
Heptagon 
Octagon,  etc 
Circle  —  parts 


p 
larle 


(Trans 
verse 
Coign- 
gate 
{Triangular 
Square 
Pentagonal,  ete. 
Cylinder 

Pyramid  —  Slant  height  —  Altitude 
Cone 

Frustrum  of  a  Pyramid  or  Cone 
Sphere  —  Diameter — Circumference 


s 

'Paral-  rBectangli 
lelo-     I  Square 
gram    1  Rhomboid 

I  Rhomb 
Trapeioid 
Trapesium 

Circumference 

Arc 

Radius 

Chord 

Diameter 

Segment  , 

Sector 

Secant 

Tangent 


A.  G.  M. 


264  Lomgwxge. 


Lazigaage:  How  shall  our  Pupils  learn  to  use  it  oorreotly. 


BT  AUBOBA   H.   TURHIB. 


What  is  language?  Webster's  definition  is  lengthy,  but  it  is 
satisfactory  and  to  the  point.  He  defines  it  to  be :  1.  Human 
speecJi;  the  expression  of  ideas  by  words  or  sifpiificant  artiadatt 
soundsy  for  the  communication  of  thoughts.  Language  connsis  in  the 
oral  utterance  of  sounds,  which  usage  has  made  the  representatives  of 
ideas.  When  two  or  more  persons  customarily  annex  the  same  sounds 
to  the  same  ideas,  the  expression  of  these  sounds  hy  one  person  com- 
municates his  ideas  to  another.  Hiis  is  the  primary  sense  of  language, 
the  use  of  which  is  to  communicate  the  thoughts  of  one  person  to  can- 
other  through  the  organs  of  hearing.  Articulate  sounds  are  repre- 
sented by  letters,  marks,  or  characters,  which  form  words.  Hence, 
language  consists  also  in  words  duly  arranged  in  sentences^  written, 
printed,  or  engraved,  and  exhibited  to  the  eye. 

This* precious  gifl  is  from  the  Creat()r.  By  it,  we  contribute 
immensely,  either  to  the  happiness  or  misery  of  others ;  and  in  so 
using  it,  render  ourselves  happier,  or  more  miserable.  A  cutting 
sarcasm  works  mischief  untold  upon  the  sensitive  spirit,  while  a 
kindly  disposition  manifests  itself  in  loving,  cheering  words,'  the 
influence  of  which  goes  far  to  encourage  the  weak  and  desponding. 
Language  enlivens  the  social  circle,  cements  friendships,  and  en- 
hances the  pleasure  of  home.  How  animated  the  countenances  of 
that  little  group,  among  whom,  one  stands,  long  absent,  bat  now 
returned  to  tell  of  past  adventures  and  hair-breadth  escapes. 
Through  the  medium  of  language  he  is  enabled  to  afford  so  maeh 
gratification,  and  to  this  he  is  indebted  for  the  expressions  of  inte- 
rest and  affection  which  he  receives.  The  infant's  prattle  is  an 
additional  link  to  the  chain  which  binds  parent  and  child  so  oloeely; 
as,  also,  Heaven  is  brought  nearer,  and  a  re-union  more  certain,  by 
the  parting  words  of  departed  friends.  Christianity  imposes  upon 
man  the  right  use  of  this  divine  trust,  for  we  are  to  be  held  accoun- 
table for  every  idle  word. 

The  lower  animals  have  their  language,  also;  each  species,  its  own. 


Langtioge.  265 

How  gentle  the  cooing  of  doTea; — and  at  nightfall,  as  the  twilight 
shadows  deepen,  the  traveler  through  the  lonely  woods,  hastens 
onward,  knowing  hy  the  distant  roar  of  beasts  of  prey,  that  as  night 
advances,  his  dangers  will  multiply )  and  happy  he,  when  safe  within 
his  own  abode. 

Again,  Webster  says :  '^  Any  manner  of  expresiing  ihoughU." 
This  expression  is  somewhat  ambiguous,  and  will  allow  a. liberal 
construction.  In  this  connection,  he  speaks  of  the  language  of  the 
eye.  Who  doubts  it  ?  Words  without  soul  are  meaningless ;  and 
there  are  expressions  made  by  the  eye  and  by  actions  more  em- 
phatic than  words.  A  deep  sympathy  is  fully  expressed  in  those 
two  simple  words : — '^  Jesus  wept " —  but  the  act  of  weeping  ex- 
pressed the  sympathy  more  fully  still.  Flowers  talk  to  us  by  the 
wayside,  and  pouting  lips  say  kiss,  before  they  have  learned  to  talk. 

Sometimes,  as  Talleyrand  has  it :— :  '*  Language  is  the  art  of  con- 
cealing the  thoughts," — Masks  are  not  fitted  for  ordinary  life,  and 
should  be  thrown  aside.  Passing  from  this  view  of  the  subject,  we 
arrive  at  another. 

Objects  with  which  we  hold  converse  through  the  power  of  assodct- 
Hon.  In  front  of  the  State  House  in  Boston,  stands  a  statue  of 
Daniel  Webster.  The  majestic  form  is  there,  and  the  noble  fore- 
head 'y  and  the  passer-by  will  pause  to  gaze  upon  it ; — and  after  the 
lapse  of  years,  this  bronzed  block  calls  back  in  thunder  tones,  the  . 
patriotic  sentiment  so  nobly  uttered : — "  Liberty  and  Union  —  one 
and  inseparable  — now  and  forever"  Gentle  breezes  from  the  bay 
oome  laughingly  to  caress  him,  then  hie  away,  whispering,  to  play 
hide-and-seek  amid  the  leaves  of  the  old  elm  trees  on  Boston  com- 
mon. Bunker-hill  monument  brings  vividly  before  us  the  severe 
struggle  of  Revolutionary  times;  and,  from  the  memory  of  the 
lamented  Warren,  and  others  who  fell,  fighting  for  liberty,  we  turn, 
mlas  I  to  our  own  fire-sides.  The  vacant  chair  and  silent  hearth-stone 
speak  more  audibly  than  words,  the  absence  of  the  loved  one,  and 
bear  record  of  him  who  sacrificed  his  life  in  our  recent  struggle 
for  liberty  ^and  the  right.  Again,  the  still,  small  voice  which  comes 
to  many  so  frequently,  and,  as  a  welcome  guest,  lightens  earth's 
cares,  is  the  voice  of  the  Almighty,  which  promises  to  the  faitHfU 
and  true,  a  glorio^us  immortality. 

How  shall  our  pupils  ham  to  tMc  correct  language  f  Were  this 
question  addressed  to  mothers,  how  delightful  would  be  my  task. 
That  she  should  be  the  model,  all  will  agree.    The  young  imitator 


26A  Lomgwf/gt. 

oopiet  her  ezprearioiu  ftni,  and  if  tliej  are  oorreet  and  elegant, 
surely  the  little  bark  has  been  lannohed  upon  a  plaoid  sea.  It  ia 
her  priTilege,  and  should  be  her  pleasure,  to  aid  the  child,  from 
the  earliest  lispings  of  in&ncy,  in  forming  a  habit  of  correct  expres- 
sion. Outside  influences  and  associations  may  embarrass  her,  bat  her 
discouragement  need  be  but  temporary ;  her  final  suocess  is  snre. 

The  .children  of  cultivated  parents  reveal  at  an  early  age  the 
advantages  they  enjoy  in  this  respect,  over  their  lees  fortunate  mates ; 
and  bright  and  glorious  will  be  the  day,  when  civilisation  shall  be 
thrown  so  thoroughly  broadcast  over  all  the  earth,  that  die  masses, 
being  rightly  educated  in  youth,  shall  use  correct  language  them- 
selves, and  thus  save  the  teacher  of  that  period,  this  most  discourag- 
ing part  of  our  work.  Till  then,  let  us  take  heart,  and  try  to  do 
for  parents  what  many  are  incapable  of  doing  themselves,  or,  being 
indifferent  to  the  importance  of  right  training  in  this  matter,  are 
constantly  undoing  for  us. 

Children  will  not  rise  in  the  correctness  of  their  conversation 
above  their  associations.  Birds,  whose  wings  are  clipped,  fly  with 
difficulty,  and  never  so  high  as  their  more  fitvored  companions. 
Here,  the  mother's  4abor  of  love  comes  in.  She  should  be  on  the 
alert  to  notice  and  correct  the  child's  errors,  however  simple  they 
may  be,  and  choose  for  its  associates,  not  necessarily  from  the 
wealthy,  but  from  among  those  who,  by  their  conversation,  prove 
themselves  to  be  of  refined  parentage.  How  rough  and  ungainly 
seem  the  surroundings  of  poverty  to  the  child  of  aflluenoe.  How 
can  it  be  otherwise  ?  Architecture  lends  its  aid  to  educate  the  eye 
in  form ;  ornaments  and  paintings  develop  the  idea  of  color,  while 
music  cultivates  the  ear  and  refines  the  soul.  And  language,  cor- 
rectly spoken,  becomes  at  once,  the  child's  habitual  method  of 
expression. 

What  then  is  the  teacher's  province?  It  is  to  give  the  pupil  an 
understanding  of  the  grammatical  construction  of  our  language.  So 
far,  all  is  right.  Receiving  this  baptism,  he  plunges  into  the  waters 
of  practical,  every-day  life.  Struggling  amid  the  waves  of  the 
great  ocean  of  incorrect  expressions,  he  manages  to  keep  his  head 
above  water,  unless  some  devouring  shark,  whose  embodiment 
represents  the  difficulty  of  overcoming  the  habits  of  a  false,  early 
education,  comes  along,  and  finishes  him  most  thoroughly.  Pifl- 
couraging  as  this  view  of  the  subject  is,  we  find  it  less  so  in  proper- 


MyShipe.  267. 

iion  as  the  pupU  leoeives  from  homa  and  friendsy  the  aid  whioh 
will  buoy  him  up  to  high-water-mark. 

A  lovely  face  and  form  are  prepossessing;  bat  if  with  these,  is 
oombined  the  use  of  faulty  expressions,  we  are  disappointed.  The 
habitual  use  of  correct  language  implies  a  cultiyated  mind,  and 
lends  an  additional  charm  to  social  enjoyment. 

True  democracy  is  struggling  here,  and  will  be  victorious;  and 
the  aristocracies  of  the  old  world,  and  of  the  new,  who  monopolise 
wealth  and  learning,  will  give  place  to  the  enlightened  masses,  who 
are  coming  up  to  usher  in  the  millennial  dawn.  Ignorance,  and  its 
oompanion,  vice,  will  flee  away.  Education  will  eradicate  false  and 
incorrect  expressions,  and  hmguage  will  express  not  only  correctly, 
but  kindly  and  lovingly,  the  ''  abundance  of  the  heart.'' 

Syraease. 


•  ••» » 


My  Ships. 

BT  J.  W.  BARKSB. 

I  have  ships  that  went  to  sea, 

Tears  ago,  jears  ago, 
With  what  tidings  I  opuld  learn, 
I've  been  waiting  their  return, 
While  the  homeward  galei  to  me 
Never  blow,  neyer  blow. 

In  the  distance  they  are  seen, 
On  the  deep,  on  the  deep, 
Plowing  thro'  the  swelling  tide. 
With  the  dim  stars  for  a  guide. 
But  the  angry  wayes  between, 
Never  sleep,  never  sleep. 

There  are  breakers  setting  in 

For  the  qliore,  for  the  shore, 
And  it  may  be,  in  their  frown. 
That  mj  ships  will  all  go  down, 
With  their  precious  fireight  within, 
Evermore,  evermore. 

There  is  little  oheer  for  me, 
Waiting  so.  waiting  so, 
Waiting  through  the  starless  night, 
For  the  eoming  of  the  light, 


288  Ibach  Oe  GkUdrm  to  Sing. 

For  1117  ships  th§i  wsnt  to  10% 
Tears  ago»  jears  ago. 

I'to  a  ship  that  went  to  sea, 

Long  ago,  long  ago, 
And  the  gallant  little  craft, 
Beat  the  tempest  fore  and  aft, 
And  the  homeward  gales  to  me, ' 
Eyer  blow,  oTer  blow. 

Lone  and  weary  haye  I  been, 

Who  can  tell,  who  can  tell 
All  the  angnish  of  the  soul, 
While  the  billows  round  me  roll, 
'Till  my  ship  comes  sailing  in, 
Freighted  well,  freighted  well  T 

Then  I'll  keep  my  little  craft 

Sailing  on,  sailing  on. 
For  I  know  she'll  bear  me  o'er, 
Far  beyond  the  billows  roar, 
With  her  cargo  all  secure. 

To   MT   BOMB,   TO   MY   HOMK. 

Buffalo. 


Teaoh  the  Children  to  Sing. 

The  benefits  attending  the  study  of  geography  and  history,  English 
reading  and  grammar,  are  seen  and  admitted  by  all  intelligent 
people.  The  utility  of  mathematics  and  philosophy,  and  the  ancient 
and  modem  languages,  is  quite  generally  understood  and  oonoeded. 
But  what  are  the  claims  of  music  as  a  regular  branch  of  education  ? 
Is  there  any  cogent  reason  why  —  to  say  nothing  at  present  about 
instrumental  music  —  children  should  not  be  univer$aUy  taught  to 
sing  ?  Upon  this  interesting  as  well  as  important  question  we  have 
a  few  words  to  say. 

1.  Music  is  a  science,  as  well  as  an  art.  Johnson  gives  it  a  place 
among  the  seven  liberal  branches  of  knowledge.  The  abstract  and 
speculative  principles  upon  which  it  depends  have  been  fVilly  and 
plainly  elucidated,  and  satisfactorily  tested  in  practice.  From  the 
Bible,  and  Grecian  classics,  and  Egyptian  antiquities,  we  learn  that 
music  was  a  science  in  very  ancient  times.    No  doubt  it  was  then  in 


JkuA  ihe  OhUdrm  to  Sing.  269 

a  very  crude  and  imperfect  state.  But  the  first  elementary  princi- 
ples were  tben  understood ;  and  since  that  it  has  progressed,  until 
now  it  is  developed  as  a  most  beautiful  branch  of  knowledge.  As 
such  it  should  be  taught,  and  no  person's  education  is  complete  who 
is  not  acquainted  with  its  fundamental  principles. 

And  here,  we  remark,  is  a  great  defect.  While  in  our  public, 
and  many  of  our  private  schools,  music  is  taught  as  an  art,  it  is  not 
usually  taught  as  a  science.  Perhaps  a  few  lessons  are  given  upon 
the  first  rudiments,  but  for  the  most  part,  children  in  this  country 
are  only  taught  to  sing  by  rote.  They  hear  the  melody,  and  easily 
catch  it ;  and  if  they  have  a  good  ear,  and  ordinary  musical  talent, 
they  may  put  in  the  subordinate  parts,  and  complete  the  harmony. 
If,  in  this  loose  way,  they  learn  to  sing,  how  much  more  proficient 
they  would  become  if  early  inducted  in  this  beautiful  science  ! 

2.  Every  chUd,  except  the  unfortunate  mute,  is  endowed  with 
musical  powers.  He  or  she  has  a  voice,  and  that  voice  is  capable  of 
making  different  intonations.  It  can  make  high  sounds  and  low 
sounds,  hard  sounds  and  smooth  sounds.  It  can  indicate  anger  and 
joy,  hatred  and  love.  And  it  is  reasonable  to  suppose,  that  the 
child  that  can  talk  and  shout,  laugh  and  cry,  can  also  if  properly  in- 
structed, learn  to  sing. 

Nor  is  this  a  mere  theory  or  sapposition.  In  certain  parts  of 
Germany  as  great  care  is  observed  in  teaching  children  to  read 
music,  as  to  read  writing  or  printing,  and  lack  of  natural  ability  for 
the  one  performance  is  no  more  complained  of  than  for  the  other. 
And  in  our  own  country,  distinguished  musicians,  life  Professor 
Hastings,  declare  that  they  have  never  met  with  a  person,  young  or 
old,  who,  if  he  had  a  voice,  could  not  learn  to  sing. 

No  doubt,  some  have  a  greater  talent,  and  are  more  likely  to  be- 
come proficients  in  the  science,  than  are^  others.  So  it  is  in  all 
departments  of  learning.  But  he  who  has  but  one  talent  should 
not  be  permitted  to  bury  it, — he  should  be  taught  to  use  it. 
Every  child  who  can  articulate,  can,  with  some  pains,  learn  to  sing 
— to  sing  correctly  if  not  beautifully.  His  wise  and  beneficent 
Creator  means  that  he  shall  sing,  or  He  would  not  have  thus 
endowed  him.  And  if  we  do  not  teach  our  children  to  glorify  their 
Maker  in  noble  song,  the  warbling  birds  and  bleating  flocks  will  re- 


270  Teach  (he  Children  to  Sing. 

proaoh  us  and  them,  and  the  choirs  of  heaven  will  look  down  in 
pity  and  astonishment. 

3.  Mnsic  has  ever  heen  regarded  as  a  great  and  innocent  amuse- 
ment It  is  such  to  those  who  listen,  but  still  more  to  those  who 
participate  intelligently  and  correctly  in  the  song.  It  not  only 
affords  relaxation  for  the  weary  mind,  but  likewise  relief  for  the 
burdened  spirit.  It  re-assures  the  desponding,  elevates  the  down- 
cast, cheers  the  drooping.  It  acts  like  an  angel  of  mercy  to  the 
mourner.  The  heart  that  is  almost  broken  with  sorrow  is  comforted 
as  it  Ibtens  to  the  sweet  and  plaintive  melody ;  and  if  the  voice  can 
be  controlled  so  as  to  join  in  the  strain,  how  great  and  indescribable 
is  the  relief  I    The  gentle  Kirke  White  well  said : 

**  Oh,  Burely  melody  from  heaven  was  sent 
To  oheer  the  soul,  when  tired  of  human  strife ; 
To  soothe  the  wayward  heart  by  sorrow  rent, 
And  soften  down  the  rugged  road  of  life. 

4.  But  music  does  more.  It  exerts  a  most  salutary  influence  upon 
human  character  and  conduct. 

It  soothes  the  passions.  When  a  tempest  rages  in  the  soul,  and 
'  conflicting  waves  leap  fViriously,  one  upon  another,  the  soft  strain 
of  melody,  as  it  approaches,  and  is  more  distinctly  heard,  subdues 
the  storm,  and  at  once  there  is  a  great  calm. 

Music  operates  favorably  upon  the  affections.  Every  thing  like 
asperity  it  removes.  The  mind,  which  naturally  inclines  to  in- 
difference, it  fills  with  generous  emotions.  It  renders  pliable  the 
feelings.  It  dispels  selfishness  and  promotes  benevolence;  and 
thus  its  influence  is  in  the  highest  degree  ennobling. 

Mark  its  effect  also  upon  the  taste  —  how  refining!  Upon  the 
energies  — how  animating !  It  fVowns  upon  all  that  is  low  and 
grovelling — upon  all  that  is  dull  and  stupid;  and  produces  lofty 
aspirations  and  lively  movements. 

Upon  these  and  other  points  we  might  dwell  at  considerable 
length,  but  our  object  is  not  to  write  a  lengthy  and  elaborate  article. 
We  simply  wish  to  suggest  to  professors  and  teachers,  and  trustees, 
throughout  our  land,  the  importance  of  a  more  thorough  and  com- 
plete instruction  of  this  great  and  delightful  science.  We  hope  to 
see  the  day  when  it  will  be  placed  beside  grammar,  arithmetic,  and 
geography,  and  be  taught  efficiently  in  all  our  schools. — Am,  Ed, 
Monthly. 


I^vgramme  of  Sch(K)i  Exerci^  271 


Programme  of  Daily  School  ExerolBes. 

What  are  the  adTaniages  of  a  programma  of  dailj  exareiiai,  aUowiiig  a 
definite  amount  of  time  to  eaoh  exercise  ?  What  are  aome  of  the  diffioolties 
encountered  in  arranging  such  a  programme  for  ^  ungraded  school  t 
Whj  is  it  better  to  diyide  the  school  into  three  or  more  ffrades,  and  arrange 
the  programme  for  each  grade.  What  is  the  adyantage  of  a  study  table  in 
which  the  work  of  the  pupils  at  their  desks  is  marked  out  and  directed  t 
What  is  jour  plan  of  regulating  the  study  of  your  pupils  ?  How  would  you 
proTide  for  oral  instruction,  slate  exercises,  etc.,  in  your  daily  programme? 
'^Questiant  on  the  Theory  and  Praetiee  of  Teaching, 

In  compliance  with  the  request  of  a  number  of  oar  readers,  we 
snbmit  what  we  regard  a  practical  answer  to  the  questions  above, 
selected  from  the  series  officially  recommended  to  boards  of  exam- 
iners. 

The  multiplicity  of  the  duties  which  make  up  the  day's  labor  of  the 
teacher  renders  it  necessary  that  these  duties  be  reduced  to  as  eom- 
plete  a  system  as  possible.  System  lengthens  the  teacher's  hours. 
It  enables  him  to  pass  from  one  duty  to  another  without  unneces- 
sary waste  of  time,  and  to  give  to  each  the  relative  attention  which 
its  importance  demands.  But  there  can  be  no  system  in  the  school- 
room without  the  proper  division  of  the  teacher's  time.  He  must 
not  only  know  the  order  of  his  duties,  but  also  the  amount  of  time 
that  can  be  devoted  to  each.  This  will  enable  him  to  use  each  mo- 
ment to  the  greatest  possible  advantage.  But  the  advantages  of  a 
definite  programme  of  school  duties  are  not  confined  to  the  teacher. 
Such  a  programme  aids  the  pupils  in  the  preparation  of  their  les- 
sons, and  promotes  diligence  and  good  order.  To  this  end  it  should 
not  only  prescribe  the  time  and  order  of  the  recitations,  but  it  should 
regulate  the  work  of  the  pupils  at  their  desks.  In  other  words,  it 
should  include  a  ztuSly  table  as  well  as  an  order  of  recitations,  and 
the  whole  should  present  a  plan  of  school  work  so  simple  that  it  may 
be  easily  carried  out  by  the  teacher. 

In  arranging  such  a  programme  for  an  ungraded  school,  the 
teacher  will,  however,  meet  with  serious  practical  difficulties.  The 
multiplicity  of  the  recitations  and  exercises  to  be  provided  for 


272  Ptogramfme  of  School  Exerdsea. 

renden  it  exoeedingly  difficult  to  allow  to  each  a  definite  amount  of 
time.  The  sab-divisions  are  to  small  to  be  easily  marked,  even 
when  the  school  is  supplied  with  a  dock.  It  is  true  that  this  diffi- 
cnlty  is  heightened  in  many  schools  by  an  unnecessary  number  of 
classes.  But  when  the  teacher  has  properly  classified  his  pupils 
he  will  still  find  it  difficult  thus  to  *'  time  "  his  recitations. 

This  difficulty  may  be  overcome,  in  a  good  degree,  by  dividing  the 
the  school  into  three  grad€$,  and  allowing  a  definite  amount  of  time 
to  the  exercises  and  study  of  each  grade.  Grade  A  may  include, 
for  example,  all  pupils  in  written  arithmetic  or  above  the  Fourth 
Reader ;  Grade  B  all  pupils  in  the  Third  and  Fourth  readers,  and 
Grade  C  all  pupils  below  the  Third  reader.  This  gives  a  general 
idea  of  what  is  meant  by  three  grades  of  pupils.  Each  grade,  may 
and  usually  will,  contain  two  or  more  classes  in  each  branch  of 
study.  This  arrangement  will  also  classify  the  pupils  for  oral 
instruction  and  general  exercises — a  matter  of  great  practical  import- 
ance. 

With  a  view  of  aiding  inexperienced  teachers  in  preparing  a  pro- 
gramme of  school  work  upon  this  plan,  we  submit  the  following 
RECITATION  AND  STUDY  TABLE. 

GeXdb  a.  Grade  B.  Grade  C. 

To    9  :  10.  Calling  Boll  and  DeTotional  Exeroitos. 

9  :  80.  Arithmetic,                Mental  Arithmetic.  Numbers. 

9 :  60.  Spelling.                   Mental  Arithmetic,     Spelling. 

10 :  10.  Do.                         Spelling.                   ^eUmg  and  Nmmbm, 

10  :  20.  Spelling.                        Do.                        Beading. 

10  :  80.  Written  Exercises.  Spelling^                        Do. 

10  :  40.  BeoesB  for  the  whole  School. 

11  :  00.  Geography.               Reading.                    Reading, 
11  :  20.  Do.                     Reading,                   Sentence-making. 

11  :  80.  Do.  Sentence-making.    Oral  LeesonM, 

12  :  00.     Geography.  (Grades  B  and  Cdismissed  at  11:80.) 

aptiehoon. 

To    1  :  40.  Calling  Roll,  etc. 

2  :  00.  Reading,                   Reading.  Printing. 

2  :  20.  Written  Exercises.  Reading,  Reading. 

2  :  40.  Writing.                    Writing,  TlShting  or  Printing. 

8 :  00.  Do.                       Drawing.  Reading. 

8  :  10.  Recess  for  the  whole  SchooL 

8  :  80.  English  Grammar.  Oral  Leeeont,  Spelling. 

8  :  46.  Do.                        Spelling.  '    " 


4  :  00.        Do.  Spelling,  Drawing. 

4  :  80.     Englieh  Grammar,  (Grades  B  and  C  dismissed  at  4:00.) 

The  words  in  italics  in  the  above  programme  indicate  the  order 


Programme  cf  St^ool  Etordses.  278 

of  redtationsy  and  the  words  Id  Boman  the  leeeona  to  be  studied  or 
the  work  to  be  done  by  the  pupils  at  their  desks.  While,  for  exam- 
ple, the  different  classes  in  grade  A  are  reciting  their  lessons  in 
arithmetic,  the  classes  in  grade  B  are  preparing  their  leasons  in  men- 
tal arithmetic,  and  the  classes  in  grade  C  are  learning  to  coont 
small  numbers  or  to  add  the  smaller  digits  by  means  of  marks  upon  the 
slate,  kernels  of  com,  or  other  objects.  The  number  of  classes  in 
arithmetic  in  grade  A  will  determine  the  amount  of  time  that  can 
be  devoted  to  each  class.  The  programme  only  regulates  the  time 
to  be  devoted  to  each  grade.  At  the  close  of  the  twenty  minutes, 
the  classes  in  grade  B  are  called,  and  the  pupils  in  grades  A  and  C, 
commence  preparing  their  spelling  lessons,  the  latter  by  printing 
the  words  upon  their  slates. 

The  advantages  of  such  a  programme  are  evident.  It  divides  the 
teacher's  time  into  intervals  of  sufficient  length  to  be  easily  marked 
by  reference  to  a  time-piece  — a  clock  being  preferable  for  the  pur- 
pose. It  affords  the  smaller  pupils  the  necessary  variety  and  change 
of  employment,  and  enables  the  teacher  to  see,  at  a  glance,  that  the 
proper  duty  is  receiving  attention.  By  appointing  a  monitor  in 
each  of  the  lower  grades  to  distribute  and  collect  the  slates,  the 
teacher  may,  with  little  trouble,  examine  every  slate  exercise  of  his 
little  pupils  in  drawing,  printing  or  writing,  sentence-making,  etc. — 
exercises  that  should  receive  early  and  constant  attention. 

The  '^  oral  lessons  "  of  grades  B  and  C  may  include  lessons  in  direc- 
tion, home  geography,  number,  color,  form,  qualities  of  familiar 
objects,  etc.  The  exercises  in  '' sentence-making "  should  receive 
careful  attention  with  a  view  of  preparing  the  pupil,  at  an  early  age, 
to  write  a  neat  and  creditable  letter.  The  pupils  in  grade  A  may 
prepare  their  written  exercises  in  the  forenoon  and  copy  the  same  in 
^  the  afternoon. 

No  mention  is  made  in  the  table  of  moral  lessons,  physical  exer- 
cises, and  music.  Singing  may  be  made  a  part  of  the  opening 
exercises  of  the  school,  forenoon  and  afternoon.  A  half  hour  each 
week  may  also  be  set  apart  for  an  additional  exercise.  Moral 
instruction  may  be  imparted  as  a  regular  exercise  once  or  twice  a 
week,  and  also  whenever  a  Jit  opportunity  occurs.  Brief  physical 
exercises  should  occur  at  the  close  of  each  hour  not  broken  by  a 
recess,  and  one  or  two  regular  exercises  each  week  may  be  provided 


274 


The  Judgmfenl  Hymn. 


tot.  The  teacher's  weekly  programme,  if  not  hit  daily,  should  pre- 
sent a  oomplete  and  harmonious  sjrstem  of  instruction  and  dismpline. 
The  above  programme,  though  more  specially  adapted  to  ungraded 
oountry  schools,  may  be  suggestive  to  primary  teachers  in  towns 
and  cities.  In  many  of  our  graded  schools  too  little  attention  is 
paid  to  the  study  of  pupils  —  their  desk  or  seat  work.  Every 
twenty  minutes  should  bring  a  change  of  employment  to  young 
pupils. —  Ohio  Ed.Monthhf. 


The  Judgment  Hymn* 


The  following  beautiful  hymn  is  supposed  to  have  been  composed 
by  a  monk  who  lived  in  the  thirteenth  century.  It  is  a  fine  exam- 
ple of  a  class  of  poetry,  which  combines  the  smoothness  of  rhyme, 
with  the  gravity  of  Latin  verse. 


1. 

Bits  ira,  dies  iUa 
SoWet  Bttolum  in  favillA, 
Teste  David  onin  SibyllA. 

2. 
Qaantos  tremor  est  futnms, 
Quando  Judex  est  venturui,  ' 
Canota  strict^  disoassamsl 

8. 
Tuba  minun  spargens  sonnm 
Per  sepulohra  regionom, 
Goget  omnes  ante  thronum. 

4. 
Mors  stupebit,  et  natura, 
Quum  resurget  creatura 
Judioanti  responsura. 

6. 
Liber  scriptus  proferetur, 
In  quo  totum  continetur, 
De  quo  mundus  judioetur. 

6. 
Judex  ergo  quum  sedebit, 
Quidquid  latet  apparebit, 
Nil  inultum  remanebit. 


Day  of  wrath,  that  day  of  burning. 
Seer  and  Sibyl  speak  oonceming. 
All  the  world  to  ashes  turning. 

2. 
Oh,  what  fear  shall  it  engender. 
When  the  Judge  shall  oome  in  splendor, 
Striot  to  mark  and  just  to  render  I 

8. 
Trumpet,  eoatterlng  sounds  of  wonder, 
Rending  sepulchres  asunder, 
Shall  resistless  summons  thunder. 

4. 
All  aghast  then  Death  shall  shiyer. 
And  great  Nature's  frame  shall  quiyer, 
When  the  grayes  their  dead  deliyer. 

6. 
Book,  where  actions  are  recorded, 
All  the  ages  haye  afforded. 
Shall  be  brought  and  dooms  awarded. 

6. 
When  shall  sit  the  Judge  unerring, 
He'll  unfold  all  here  occnrring. 
No  Just  vengeance  then  dtferring. 


The  Judgment  Hymn. 


275 


Quod  sum  miser  tunc  dioturus, 
Quem  patronam  rogaturus, 
Quum  yix  Justus  sit  securus  ? 

8. 
Rex  tremends  majestatis, 
Qui  saWandos  salyas  gratis, 
Salya  me,  fons  pietatis ! 

9. 
Recordare,  Jesu  pie, 
Quod  sum  causa  tuss  yis, 
Ne  me  purdas  1114  die ! 

10. 
QnsBrens  me  sedistl  lassus, 
Redemistl  crucem  passus : 
Tantus  labor  non  sit  cassus  I 

11. 
Juste  Judex  ultionis, 
Donum  fac  remissionis, 
Ante  diem  rationis ! 


12. 
Ingemisco  tanquam  reus, 
Culp&  rubet  yultus  meus : 
Supplicanti  parce,  Deus  ! 

13. 
Qui  Mariam  absolyisti, 
£t  latronem  exaudisti, 
Mihi  quoque  spem  dcdisti. 

14. 
Prsces  me»  non  sunt  dignea, 
Scd  tu,  bonus  fac  benign^, 
Ne  perenni  cremer  igne !  * 

15. 
Inter  oyes  locum  prsBSta, 
£t  ab  btedis  me  sequestra, 
Statuens  in  parte  dextr4! 

16. 
Confutatis  maledictis, 
Flammis  aoribus  addictis, 
Toca  me  cum  benedictis ! 
[Vol.  XV,  No.  9.] 


What  shall  /  say,  that  time  pending, 
Ask  what  adyocate's  befriending, 
When  the  just  man  needs  defending  ? 

8. 
Dreadful  King,  all  power  possessing. 
Saying  freely  those  confessing, 
Saye  thou  me,  0  Fount  of  Blessing ! 

9. 

Think,  0  Jesus,  for  what  reason 

Thou  didst  bear  earth's  spite  and  treason. 

Nor  me  lose  in  that  dread  season ! 


10. 
Seeking  me  Thy  worn  feet  hasted. 
On  the  cross  Thy  soul  death  tasted ; 
Let  such  trayail  not  be  wasted ! 

11. 
Righteous  Judge  of  retribution ! 
Make  me  gift  of  absolution, 
Ere  that  day  of  exeojution ! 

12. 

Culprit-like,  I  plead,  heart-broken, 
On  my  cheek  shame's  crimson  taken  : 
Let  the  pardoning  word  be  spoken ! 

18. 
Thou,  Mary  who  gay'st  remission, 
Heard'st  the  dying  Thiefs  petition, 
Cher'st  with  hope  my  lost  condition. 

14. 
Though  my  prayers  be  yoid  of  merit. 
What  is  needful.  Thou  confer  it. 
Lest  I  endless  fire  inherit ! 

15. 

Be  there.  Lord,  my  place  decided 
With  Thy  sheep,  from  goats  diyided. 
Kindly  to  Thy  right  hand  guided ! 

16. 
When  th'  accursed  away  are  driyen, 
To  eternal  burnings  giycn,. 
Call  me  with  the  blessed  to  heayen ! 
19 


276  Lake  Superior. 

17.  17. 

Oro  supplex,  et  accliniB,  I  beseech  Thee,  prostrate  lying, 

Cor  contritam  quasi  cinis,  Heart  as  ashes,  eontrite,  sighing, 

Gere  curam  mei  finis !  Care  for  me  when  I  am  djing ! 

18.  '  18. 
Lachrymosa  dies  ilia,  Day  of  tears  and  late  repentance 
Qua  resurget  in  favilU,  Man  shall  rise  to  hear  his  setnenoe : 
Judicandus  homo  reus:  Him,  the  child  of  guilt  and  error, 
Huio  ergo  parce,  Deus !  Spare,  Lord,  in  that  hour  of  terror ! 


Lake  Superior. 

In  the  northern  part  of  Minnesota  is  the  greatest  elevation  of 
what  geologists  denominate  the  eastern  water-shed  of  our  continent; 
lying  almost  exactly  in  the  centre  of  North  America,  here  the 
streams  that  flow  to  the  north,  east  and  south,  find  their  source. 
Lake  Superior,  that  joins  this  section  on  the  east,  is  the  chief  of 
those  magnificent  lakes  that  empty  from  one  another  into  the  St 
Lawrence,  and  finally  wash  the  coast  of  Labrador. 

Lake  Superior,  with  a  surface  of  six  hundred  feet  above,  and  a 
bottom  three  hundred  feet  below  the  level  of  the  sea,  stretches  put, 
in  vastness  and  splendor,  five  hundred  miles  long  by  nearly  two 
hundred  broad,  and  holds  in  its  bosom,  islands  that  would  make 
respectable  kingdoms  in  the  old  world.  On  the  southern  shore  its 
sandstone  rocks  are  worn,  by  the  waves  and  storms,  into  fantastic 
shapes,  imitative  of  ancient  castles  or  modern  vessels,  or  are  hol- 
lowed out  into  deep  caverns ;  on  the  north  the  bolder  shore  rises 
into  rugged  mountains,  whose  face  has  been  seamed  by  the  moving 
ice-drifte  of  former  ages.  In  the  country  bordering  upon  the  south, 
are  located  inexhaustible  mines  of  copper  and  iron,  of  immense 
value ;  and  along  the  northern  coast  are  found  agates  and  precious 
stones. 

A  hundred  streams  pour  their  contents  into  the  great  lake,  which, 
from  its  enormous  size  and  d^pth,  retaining  the  temperature  of 
winter  through  the  summer  months,  empties  its  clear,  cold,  trans- 
parent waters  into  the  river  Ste.  Marie.  Not  producing  a  large 
variety  of  fish,  those  that  dwell  in  its  bosom  are  the  finest  of  their 
species." 


Resident  Editor's  Department. 


*  ♦♦»  » 


NEW  YORK  STATE  TEACHERS'  ASSOCIATION, 

TWENTY-FIRST  MEETING. 

Change  of  Time. —  We  present  herewith  a  partially  arranged  pro- 
gramme of  the  exercises  for  the  Annual  Meeting  to  be  held  at  Geneya, 
commencing  July  81,  1866. 

It  was  found  necessary  by  the  Board  of  Officers  to  change  the  time  of 
meeting,  so  as  not  to  conflict  with  other  bodies,  and  it  is  belieyed  that 
this  action  will  be  receiTed  with  general  fayor. 

Circulars  will  be  issued  in  due  time,  and  a  full  scheme  will  be  published 
in  July  number  of  the  Teacher. 

Tuesday,  July  81.     At  4  o'clock  p.  m. —  Organization, &c. 

At  4}  o'clock. —  President's  Inaugural  Address. 

At  7}  o'clock?.  M. — Report  of  Standing  Committee  on  Condition  of  Edu- 
cation. 

Address  on  by  Wm.  C.  Wisner,  D.D.,  of  Lookport. 

Wednetday,  August  1.  At  9  o'clock  a.  m. — Report  on  Curriculum  of 
studies  for  Common  Schools.     Discussion  of  the  Subject. 

At  10  o'clock. — Report  on  Amendments  to  the  Constitution  proyiding 
for  Auxiliary  Associations. 

At  11  o'clock. —  Lecture  by  John  H.  French,  LL.D.,  of  Albany,  on  The 
Geography  of  the  State  of  New  York. 

Miscellaneous  business. 

At  2}  o'clock. — Report  on  English  Language  and  Literature.  Disous- 
flion  of  the  subject. 

At  8}  o'cloiik. —  A  Paper  upon  the  Importance  of  the  Study  of  the' 
Natural  Sciences,  by  Prof.  Williams,  followed  by  discussion  of  the  subject. 

At  4}  o'clock. —  Report  on  **  The  appointment  of  a  State  Board  of  Ex- 
aminers to  issue  higher  grade  of  certificates  to  professional  teachers." 

At  7}  o'clock. — Address  by  Rey.  L.  Merrill  Miller,  D.D.,  of  Ogdensburgh. 

Poem  by  Miss  Mary  A.  Ripley  of  Albany. 

Thursday,  August  2.  At  9  o'clock. —  Appointment  of  nominating  com- 
mittees. 

A  paper  on  by  B.  M.  Reynolds  of  Lookport.     Report 

upon  Improyed  methods  in  Education. 

Remarks  upon  *'The  Functions  of  the  Normal  School,"  by  Messrs.  Kid- 
dle and  Arey. 


278  Resident  EdUon^a  Department 

At  11 J  o'clock.— Poem  by  Rbt.  A.  T.  Pierson  of  Waterford. 

At  2^  o'clock  p.  M. —  Reports  of  officers.  Report  of  committee  on  time 
and  place  of  next  meeting. 

At  8  o'clock. —  Address 

At  4  o^clock. —  Election  of  officers. 

At  7  o'clock  p.  M. —  Miscellaneous  business.  Report  of  Committee  on 
Resolutions,  etc. 

A  Business  Meeting  of  the  officers  and  committee  of  arrangements  will 
be  held  at  2  o'clock  p.  m.  of  Tuesday. 

Fare  at  the  hotels  will  be  reduced.  Ladies  attending  the  meeting  will 
be  entertained  by  the  citizens  of  Geneya. 


MISCELLANY. 

Thb  Statk  Assooiation  of  School  Commissionies  and  City  Superin- 
tendents will  meet  at  Geneya,  on  Monday  July  80  —  the  day  preceding  the 
Annual  Meeting  of  the  Teachers'  Association.     Fuller  notice  hereafter. 

The  Unitebsitt  Coryocation  or  the  State  of  New  York  will  celebrate 
its  third  anniversary  by  a  meeting  at  the  Capitol  in  Albany,  commencing 
August  7,  and  continuing  three  days.  The  Secretary,  Dr.  Wool  worth,  is 
preparing  an  interesting  programme  of  exercises. 

The  National  Association  of  School  Sufeeintbndbnts  will  meet  at 
Indianapolis,  Ind.,  the  18th  day  of  August  next. 

Amebioan  Institute  of  Instruction. —  The  annual  meeting  of  this  body 
will  be  held  at  Burlington,  Yt.,  commencing  August  7. 

The  National  Teachers'  Association  will  hold  its  annual  meeting 
in  Indianapolis,  Ind.,  commencing  August  15.  Fuller  particulars  in 
our  next. 

The  Pennsylvania  State  Teachers'  Association  will  hold  its  annual 
session  at  Gettysburg,  commencing  July  81,  and  continuing  in  session 
three  days. 

The  Indiana  Normal  School  is  a  fixed  fact,  at  last.  It  only  remains 
to  locate  it.  It  is  said  that  Terre  Haute  bids  $50,000,  the  amount  required 
by  law. 

The  Kansas  Educational  Journal  is  sent  to  eyery  school  district  in 
the  State. 

The  Sheffield  Scientific  School  at  New  HaYen,  has  reoeiyed  a  new 
impetus.  Mr.  Joseph  £.  Sheffield,  the  founder,  whose  original  donation 
was  $100,000,^  has  recently  expended  $40,000  more.  The  building  has 
been  enlarged  and  improyed,  and  a  new  telescope  is  to  be  mounted.  It 
participates  in  the  U.  S.  land  grant. 

New  Theory  of  the  Earth. — Mr.  John  Calvin  Moss,  of  England,  pro- 
pounds a  theory  that  the  interior  of  the  earth  may  be  composed  of  fold  or 
platinum.  He  urges  that,  in  the  process  of  cooling  the  dense  mass  would 
sink  toward  th^  center,  and  that  the  ayerage  density  of  the  earth  being  from 


lUsideni  Mitof^s  Department.  279 

4.96  to  6.46,  whilst  that  of  the  rooks  compoBing  its  orust  is  not  more  than 
2.5,  it  needs  that  we  assign  a  high  specific  grayity  to  some  of  the  substances 
in  its  interior.  Gold,  platinum  and  some  precious  stones  alone,  he  sajs 
satipfj  the  conditions.  *<One  fifth  of  the  earth  may  be  composed  of  gold 
and  platinum.  *  »  #  Certainly  no  safer  place  of  deposit  could  be 
found  than  the  heart  of  the  earth.'* 

Saturn's  Rings. —  The  London  Spectator  says :  A  new  English  astrono- 
mer, Mr.  R.  Proctor  of  St.  John's  College,  Cambridge,  who  has  just  pub- 
i  shed  an  elaborate  book  on  the  planet  Saturn,  belieyes  Saturn's  rings  not 
to  be  continuous  bodies,  either  solid  or  fluid,  but  a  multitude  of  loose 
planets,  grouped  like  a  bead  necklace  round  his  equatorial  regions,  just  as 
if  we  were  furnished  not  with  one  moon,  but  as  many  moons  as  would 
span  the  whole  earth.  Mr.  Proctor  asserts  that  this  hypothesis  explains 
more  completely  the  whole  phenomena  of  the  case  than  any  other.  This 
supposition  somehow  gives  a  larger  idea  of  the  opulence  of  the  ufllyerse  in 
worlds  than  any  other  known  fact.  To  have  such  a  multitude  of  little 
worlds  strung  close  together  round  one  planet,  produces  (illogically  enough) 
a  more  yiyid  impression  on  the  mind,  than  many  times  the  same  number  of 
fixed  stars  distributed  oyer  the  infinitude  of  space. 

The  Chabitibs  of  the  War. —  A  careful  statement  made  of  the  amount 
contributed  by  the  people  of  the  loyal  states  for  philanthropic  purposes 
connected  with  the  war,  not  including  the  donations  for  religious  or  edu- 
cational objects,  gives  the  following  noble  record.  The  total  contributions 
from  states,  counties,  and  towns,  for  the  aid  and  relief  of  soldiers,  amounted 
to  $187,209,608.62;  the  contributions  of  associations  and  indiyiduals  for 
the  care  and  comfort  of  soldiers  were  $24,044,865.96 ;  for  sufferers  abroad, 
$880,040.74 ;  for  sufferers  by  the  riots  of  July,  for  freedmen  and  white 
refugees,  $639,688.13 :  making  a  grand  total,  exclusive  of  expenditures  of 
the  government,  of  $212,274,248.45. 

Queens  of  France. — France  has  had  67  queens.  Miserable  lives  they 
led.  Eleven  were  divorced.  Two  executed.  Nine  died  young.  Seven 
were  widowed  early.  *  Three  cruelly  treated.  Three  exiled.  The  rest 
were  either  poisoned  or  died  broken  hearted. 


PERSONAL. 

Miss  Haebibt  N.  Marshall. —  The  Conn.  Comnum  School  Journal  says 
of  this  lady,  who  has  accepted  the  position  of  preceptress  in  the  Elmii^a 
Free  Academy :  i^  In  this  change,  Connecticut  loses  one  of  her  most  accom- 
plished teachers." 

C.  HoLOOMBE,  A.  M.,  formerly  of  Troy,  and  more  recently  Prof,  of 
Mathematics  in  the  Connecticut  Normal  School,  has  been  appointed  Prin- 
cipal of  Washington  Avenue  public  school,  Brooklyn,  N.  Y.,  at  a  salary  of 
$2,000,  and  has  entered  upon  his  duties.  He  has  the  reputation  of  being 
an  accomplished  scholar  and  sueoessful  teacher. 


280  Beaident  Editor's  Departmmt. 

Bit.  Br.  Fishee  is  reported  to  hare  resigned  the  Presidency  of  Ham- 
ilton College ;  and  it  is  said  that  Professor  Upson  is  spoken  of  as  his 
probable  successor. 

Mb.  W.  W.  Raymond,  formerly  an  associate  editor  of  this  Journal,  and 
for  many  years  a  successful  teacher  has  left  the  profession,  with  the 
ultimate  design  of  taking  orders  in  the  Church.     Success  attend  him. 

David  N.  Camp,  Principal  of  the  Connecticut  State  Normal  School  has 
resigned.  He  is  to  go  to  Europe,  in  hope  of  improving  his  health,  and  to 
Tisit  some  of  the  educational  institutions  in  Qreat  Britain  and  on  the 
Continent. 


INTELLIGENCE.— HOME, 


Thb  Suftolk  County  Tiachebs'  Association  met  at  Riyerhead, 
Wednesday,  April  11,  1866,  and  was  called  to  order  by  the  President, 
Wm.  H.  Clark,  Jr.,  of  Sag-Harbor.  Educational  reports  were  receired 
from  S.  T.  Badgley,  of  Patchogue,  C.  T.  Chester,  of  Shelter  Island,  Mr. 
Moore,  of  Orient  Point,  I.  H.  Gillette,  of  Brentwood,  ^.  H.  Benjamin,  of 
Riyerhead,  Mr.  Williamson,  of  Franklinyille,  E.  F.  Preston,  of  Patchogue, 
Miss  Adelia  Dains,  of  Blue  Poiot,  Mr.  Hulse,  of  Bellport,  and  D.  B. 
Beale,  of  Sayyille. 

Eyening  session  7}  p.  m.  Essay  by  Miss  P.  W.  Pike,  Subject,  ♦♦  Sow- 
ing and  Reaping.''  Poem  by  C.  T.  Chester,  Subject,  *<  Putting  on  Airs." 
Lecture  by  Thomas  Emmette,  Esq.,  Subject,  *<More  worlds  than  one." 
Adjourned. 

Thursday  Morning  Session,  9}  a.  m.  I.  H.  Gillette,  Esq.,  £^ye  an 
explanation  of  his  method  of  teaching  Geography.  S.  T.  Badgley  opened 
the  discussion,  **  Should  Civil  Government  be  taught  in  our  public  schooli," 
and  was  followed  in  debate  by  C.  T.  Chester,  H.  H.  Be^jsmin,  E.  F.  Pres- 
ton, and  Commissioner  Mount. 

Afternoon  Session,  2  p.  m.  Vice  President  H.  H.  Benjamin  in  the 
chair.  The  question  of  civil  government  was  again  resumed,  and  debated 
by  Jhomas  Emmette,  A.  G.  Merwin,  and  H.  Markham,  Editor  of  Inde^ 
pendent  Presi.  S.  T.  Badgley  and  Miss  I.  J.  Penny,  were  appointed  a 
Committee  to  procure  subscriptions  for  the  New  Yobk  Teacheb.  Essay 
by  Miss  A.  E.  Clark,  Subject,  "Humbugs." 

A  Discussion,  **  The  prominent  defects  in  our  Text  Books,"  was  opened 
by  A  G.  Merwin  and  discussed  by  Commissioner  Mount,  A.  V.  Dayif,  C. 
T.  Chester,  B.  Saxton,  and  II.  H.  Benjamin. 

Evening  Session,  7}  p.  m.  The  Query  Box  was  placed  in  charge  of  Com- 
missioner Mount,  and  the  questions  answered  by  different  members  of  the 
Association.  Music  by  the  Philharmonic  Society  of  Riverhead.  A  con- 
tributed article  to  the  Rddiator^  entitled  *' Woman's  Mission,"  was  read  by 
the  Editor,  Thomas  S.  Mount,  followed  by  music.  Essay,  Subject,  "  Long 
Island,"  was  read  by  Miss  Sarah  A.  Hallock.    Music,  and  a  Lecture  froai 


Hmdent  Editor's  Depa/rtmeni.  281 

£.  F.  Preston,  Subject,  «  The  History  of  Creation  geologioallj  considered." 
Critic's  report,  music,  and  adjournment. 

Friday  Morning  Session,  9}  a.  m.  B.  Saxton  gaye  an  explanation  of 
the  Oulf  Stream.  Discussion  opened  by  Thomas  Emmette,  on  **The 
prominent  causes  of  failures  in  Teaching ;  *'  debated  by  A.  G.  Merwin, 
Editor  Markman,  Commissioner  Mount,  and  E.  F.  Preston. 

Afternoon  Session,  2  p.  m.  **  The  best  method  of  teaching  Percentage," 
was  presented  by  H.  H.  Benjamin,  followed  by  a  discussion  by  D.  B. 
Beale,  Subject,  **The  good  morals  of  a  community  depend  upon  its  intelli- 
gence," which  was  further  debated  by  A.  G.  Merwin,  and  Commissioner 
Mount.    A  number  of  new  members  were  received. 

Eyenlng  Session,  7}  p.  m.  Music,  followed  by  an  Essay,  Subject, 
*♦  Love,"  read  by  A.  V.  Davis.  Lecture  by  Commissioner  Mount,  Subject, 
**Law,  its  Nature  and  Tendencies."  Comic  song  by  W.  Slade.  Critic's 
Report,  music  and  acyournment. 

Saturday  Morning,  9  a.  m.  President  in  the  Chair.  The  Committee  on 
resolutions  reported  a  series  which  were  adopted  : 

The  following  officers  were  elected:  President,  H.  H.  Benjamin,  of 
Riverhead ;  1st  Vice  President,  L.  Homer  Hart,  of  Babylon ;  2d  Vice 
President,  Miss  Mary  H.  Jagger,  of  Westhampton ;  Corresponding  Secre- 
tary, Thomas  S.  Mount,  of  Stony  Brook  ;  Recording  Secretary,  L  H.  Gil- 
lette of  Brentwood ;  Treasurer,  S.  T.  Badgley,  of  Patchogue. 

The  newly  elected  President  was  conducted  to  the  Chair,  by  S.  T. 
Badgley,  and  made  a  brief  address.  On  motion  adjourned  co  meet  in 
connection  with  the  Teachers'  Institute  at  its  next  session. 

Wm.  H.  Clark,  Jr.,  President. 
L.  Homer  Hart,  Secretary.  ' 


INTELLIOENCE,^  FOREIGN, 


California. — The  April  number  of  the  Ttachtr  is  entirely  taken  up 
in  the  publication  of  the  Revised  School  Law.  We  regret  that  our  licnits 
will  not  allow  a  full  synopsis  of  this  law  ;  but  we  condense  and  give  briefly 
the  following  particulars  :  It  provides  for : 

A  State  Board  of  Education,  to  consist  of  the  Governor,  Superintendent 
of  Public  Instruction,  Principal  of  the  ^tate  Normal  School,  Superinten- 
dent of  Public  Schools  of  San  Francisco,  Superintendents  of  the  counties 
of  Sacramento,  Santa  Clara,  San  Joaquin,  and  two  professional  teachers, 
to  be  nominated  by  the  Superintendent,  and  confirmed  by  the  Board. 

The  Board  have  power  to  adopt  a  course  of  study,  rules  and  regulations 
for  the  schools ;  prescribe  books  for  libraries  and  text-books  for  the 
schodls ;  grant  diplomas,  etc. 

The  Superintendent  to  be  elected  at  special  election  for  Judicial  officers, 


282  JReddeni  Mitt^s  Department. 

and  hold  office  for  four  years.  The  other  duties  of  State  Saperintentent, 
and  those  of  the  Comptroller,  State  Treasurer,  and  County  Treasurers, 
are  similar  to  those  imposed  upon  these  officers  in  this  State. 

County  Superintendents,  elected  by  the  people,  hold  office  for  two 
years.  They  may  enforce  proper  repairs  on  school  houses  and  out-build- 
ings. Trustees  shall  require  teachers  to  attend  the  county  Teachers' 
Institute. 

Union  grammar  schools  may  be  established-by  concurrence  of  adjoining 
districts. 

The  powers  of  trustees  are  not  so  limited  as  in  New  York. 

Schools  are  divided  into  three  grades,  and  teachers  must  hold  certifi- 
cates corresponding. 

Children  under  eight  years  of  age,  not  to  be  kept  in  school  more  than 
four  hours  daily,  and  if  the  average  age  of  the  pupils  is  less  than  eight 
years,  the  session  shall  not  exceed  four  hours. 

Teachers  report  to  County  Superintendent  on  blanks  prepared  for  that 
purpose. 

Teachers  to  hold  pupils  accountable  for  conduct  on  the  way  to  and  from 
school,  and  to  suspend  pupils  and  report  the  same  to  trustees.  On  appeal 
the  decision  of  the  County  Superintendent  is  final. 

The  State  Superintendent  is  to  subscribe  for  copies  of  a  monthly  Journal 
of  Education  [We  congratulate  you.  Brethren  of  the  California  Teaeher'\,  to 
supply  each  County  Superintendent,  City  Superintendent,  District  Clerk, 
and  district  school  library. 

There  is  to  be  annually  a  State  Teachers'  Institute,  under  the  direction 
of  the  State  Superintendent. 

A  State  Board  of  Examiners  grant  professional  certificates. 

The  State  tax  for  schools  is'  eight-tenths  of  a  mill  on  each  dollar  of 
valuation.  There  is  in  addition  an  ample  county  tax,  not  less  than  $3 
for  each  child,  nor  more  than  35  cents  on  eaclT  hundred  dollars  valuation. 
School  districts  may  by  vote  raise  additional  tax. 

Schools  to  be  free  five  months,  and  rate  bills  may  be  assessed  thereafter. 
But;  if  the  estimated  State  and  county  school  moneys  will  not  in  ihe  opi- 
nion of  the  trustees,  sustain  a  free  school  five  months,  they  shall  [without 
vote  of  the  district],  levy  a  tax  to  make  up  the  deficiency. 

State  and  county  funds  are  to  be  apportioned  on  the  basis  of  the  number 
of  children  between  the  ages  of  6  and  15. 

We  believe  this  law  wisely  adapted  to  the  State  of  California.  Its  pro- 
visions are  liberal.  It  may  and  doubtless  has  defects,  but,  judging  ftrom 
he  past  of  this  now  State,  these  will  be  removed  as  occasion  demands. 
Some  of  its  provisions  we  should  like  to  see  adopted  in  New  York.  Our 
readers  will  not  fail  to  mark  them. 


JBesident  EdUxn^a  D^Hxrtmeni.  283 

Edvoatiohal  Mattbbs  in  Wisoonbin. — The  following  note  from  our  Wis- 
consin correspondent  will  speak  for  itself. 

Mb.  Editor  :  How  are  you  all  in  the  Empire  State  ?  In  this  far-off 
region,  amid  the  bustle  of  this  smart  little  capital,  it  has  occurred  to  me 
that  there  is  an  older  and  more  staid  community  of  which  I  was  once 
proud  to  consider  myself  a  member,  and  a  fraternity  of  teachers  many  of 
whom  I  remember  with  highest  pleasure;  and  it  has  further  occurred  to  me 
that  to  some  of  that  band  of  my  fellow- workers,  a  word  or  two  relating  to 
the  educational  affairs  of  this  part  of  our  country  may  not  be  wholly  un- 
interesting. 

We  are  progressing.  The  motto  of  this  state  is  <*  Forward,"  and  the 
schools  and  school  system,  more  than  anything  else  pertaining  to  the  state, 
justify  the  use  of  this  word  on  our  excutcheon.  The  Report  of  Hon.  J. 
Q.  McMynn,  our  efficient  State  Supt.,  submitted  to  the  present  session  of 
the  Legislature,  is  the  most  practical  and  perfect  document  of  its  kind  that 
I  haTO  ever  had  the  pleasure  of  reading.  Its  distinguishing  characteristics 
and  great  accuracy  and  minuteness,  and  suggestions  which  render  it  a 
document  yaluable  to  both  teachers  and  people.  The  plan  of  publishing 
the  names  of  all  teachers  holding  certificates,  of  the  first  grade  inaugurat- 
ed in  the  present  Report,  must,  if  persisted  in,  result  in  alaudable  emulation 
on  the  part  of  teachers  and  a  large  increase  in  the  number  of  the  holders 
of  this  grade.  Another  commendable  feature  is  the  special  mention  of 
each  Teachers'  Institute  with  the  most  prominent  matters,  statistics  and 
names  of  acting  participants — reported  in  connection  with  it.  And  not 
the  least  conspicuous  nor  the  least  important  part  are  the  reports  trans- 
mitted to  the  Department  by  the  county  superintendents.  Many  of  the 
facts  and  suggestions  contained  in  these  render  them  well  worthy  of  the 
place  they  occupy. 

The  present  yeair  will  mark  an  era  in  the  Normal  School  system  of  the 
state.  The  grants  of  public  lands  by  the  General  Government  have  pro- 
duced a  fund  sufficient  to  endow  and  support  at  the  present  time  seyeral 
schools  in  different  parts  of  the  state,  and  ultimately,  it  is  thought,  one 
in  each  Congressional  Dist.  At  least  three  will  be  in  operation  before  the 
close  of  the  present  year.  The  nearest  approximation  to  a  training  school 
for  teachers  which  this  state  has  yet  contained  is  the  Normal  Department 
of  the  State  UniTersity  ;  a  department  organized  some  three  years  since 
and  now  oyerflowing  with  students.  No  field  was  oyer  riper  for  the  har- 
▼est,  and  now  that  the  sickle  is  about  to  be  thrust  in,  an  abundant  yield 
may  be  looked  for.  Effectiye  as  is  our  common  school  system  ;  excellent 
as  may  be  its  results  in  our  cities  and  yillages  —  and  the  school  of  such 
localities  haye  no  superiors  in  our  country  —  among  the  mass  of  teachers, 
the  rank  and  file,  there  is  a  lamentable  absence  of  the  esprit  de  eorpt  essen- 
tial to  the  fullest  success.  Notwithstanding  that  the  school  edifices  of 
eyery  considerable  village  are  creditable  to  their  localities,  and  would  be 
no  less  so  to  any  similar  ones  in  the  whole  country,  log  houses  and  repul- 


284  Besident  EdiUn^a  Department. 

Biye  nnpainted  wood  stroctores  prodominate  in  the  rural  diitriots.     All 
these  defects,  it  is  hoped,  our  Normal  Schools  will  do  much  to  remedy. 

Agricultural  education  too  is  exciting  attention,  and  the  paramount 
interests  of  the  culture  of  the  soil  may  secure  the  institution  of  a  school 
for  farmers  with  less  difficulty  and  delay  than  is  experienced  in  older  states 
where  other  pursuits  are  more  extensiyely  followed.  The  political  as  well 
as  the  educational  men  of  influence  are  hasteuiug  forward  the  enterprise. 
Should  their  efforts  ayail  there  is  strong  probability  that  this  institution  will 
be  an  appendage  to  the  State  Uniyersity  located  here. 

The  burdensome  taxation  incurred  by  the  war  has  produced  no  diminu- 
tion of  the  expenditures  for  school  purposes.  Aside  from  the  public  fund, 
the  expenses  of  common  schools  are  met  wholly  by  taxation,  and  neyer  has 
greater  liberality  been  shown  in  assuming  burdens  of  this  character  than  in 
this  state  during  the  past  year.  Whateyer  sacrifices  may  be  rendered  nec- 
essary by  the  stringency  of  the  times,  little  disposition  is  shown  to  curtail 
the  educational  priyileges  of  the  youth.  And  yet,  with  all  the  facilities 
we  haye,  there  is  here,  much  of  the  same  apathy,  the  same  disregard  of 
proffered  opportunity  that  eyerywhere  detracts  from  the  beneficial  results 
which  the  yarious  systems  of  instruction  are  designed  to  effect.  A  large 
proportion  of  all  the  youth  of  the  state  refuse  or  neglect  to  ayail  them- 
selyes  of  the  means  of  instruction  placed  within  their  reach,  and  made  ftree 
of  cost  as  the  air  they  breathe.  In  this  one  fact  our  zealous  educators  see 
a  subject  requiring  much  attention  ;  and  this  and  kindred  other  eyils,  no- 
where as  yet  remedied,  and  perhaps  neyer  to  be  wholly  disposed  of,  present 
material  for  the  labors  and  the  yigilance  of  a  long  future.  Yours,  J. 

Madison,  Wit.,  March  14,  1866. 

Idaho. —  The  first  Annual  Report  of  the  Superintendent  of  Public  In- 
struction, J.  A.  Chittenden,  gives  the  number  of  children  between  four  and 
twenty-one  years  of  age,  at  1,242.  Number  of  school  houses  in  the  Terri- 
tory, three.  The  Superintendent  refers  to  the  difficulties  that  must 
necessarily  arise  in  laying  the  foundations  of  an  efficient  school  system  in 
a  new  country,  just  being  reclaimed  from  the  dominion  of  the  sayages ; 
recommends  the  erection  of  school  houses  by  district  taxes ;  the  increase 
of  school  funds ;  greater  attention  to  the  examination  of  teachers ;  a  uni- 
form system  of  text  books ;  and  dwells  at  length  on  the  importance  of  yooal 
music,  military  drills,  and  gymnastics  in  public  schools. — Pa.  Seh,  Jour. 

Boston,  Mass. —  The  School  Board  of  Boston,  Massachusetts,  recently 
raised  the  salaries  of  the  teachers  of  the  public  schools,  to  the  following 
figures :  Superintendent,  $4,000 ;  Masters  (Principals)  of  Latin,  High  and 
Normal  Schools,  $8,500,  Sub-masters,  $2,800,  Ushers,  $2,000;  Masters 
(Principals)  of  Grammar  Schools,  $2,500,  Sub-masters,  $2,000,  Ushers, 
$1,600;  Music  Teachers  in  Primary  Schools,  $2,000;  Gymnastic  Teacher 
in  all  the  schools,  $8,000;  Female  Teachers  —  Head  Assistant  in  Normal 
School,  $1,000,  Assistant,  $700:  Head  AssisUntin  Grammar  Schools,  $700, 


Beaident  EdUcn^a  Bepartment.  286 

AssisUntg,  $600;  Teacheni  in  Primary  $460  first  year,  $600  second  year, 
$650  third  year,  and  $600  fourth  year.  The  schedule  fixes  the  salaries  of 
each  of  the  male  teachers  for  the  first  year,  $400  less  than  the  aboTe 
figures,  $100  being  added  yearly  until  the  fifth  year,  when  the  maximum 
salary  is  reached. — Pa,  School  Journal. 

Ohio. — In  compliance  with  a  resolution  passed  by  the  General  Assem- 
bly of  the  State,  £.  £.  White,  Commissioner  of  the  Common  Schools,  has 
made  a  Report  upon  the  organization  and  results  of  the  best  Normal 
Schools  in  this  country;  and  also  the  best  plan  of  organizing  one  or  more 
efficient  Schools  in  this  State.  He  yisited  the  State  Schools  of  New  Jersey, 
Connecticut,  Massachusetts,  New  York  and  Michigan.  He  also  had  inter - 
Tiews  with  Mr.  Richards,  Principal  of  the  Illinois  State  Normal  Uniyersity, 
and  Mr.  Wickersham  of  the  Pennsylvania  Normal  School  at  MillersYille. 
In  this  country,  Normal  Schoois  are  now  established,  under  State  direction 
and  support,  in  sixteen  States, —  all  the  States  that  haye  maintained,  for 
any  considerable  length  of  time,  a  free  school  system,  except  three,  namely. 
New  Hampshire,  Yermont  and  Ohio. 

He  recommends  that  the  organization  and  management  of  the  entire 
Normal  System,  including  the  Normal  School,  the  Normal  Institutes,  and 
the  County  Institutes,  be  entrusted  to  a  Board  of  Trustees; — the  Governor 
and  Commissioner  of  Common  Schools,  as  ex  officio  members,  and  three 
other  persons  to  be  appointed  by  the  Goyernor.  It  is  nearly  thirty  years 
since  the  Hon.  Samuel  Lewis,  then  State  Superintendent  of  the  Common 
Schools,  submitted  to  the  General  Assembly  of  Ohio,  a  **  Report  on  State 
Institutions  for  the  training  of  Teachers  and  Others,"  in  which  he  recom- 
mended the  establishment  of  a  State  Institution  for  the  professional 
training  of  teachers.  Since  then,  Normal  Schools  have  been  established 
in  tixteen  States  —  Ohio  being  outstripped  by  States  that  have  not  a  tithe 
of  her  wealth  or  population. 

The  Twelfth  Annual  Report  of  the  State  Commissioner  of  Common 
Schools,  £.  £.  White,  Commissioner,  states  that  the  schools  of  Ohio  have 
not  only  participated  in  the  general  progress  of  the  country,  but  have 
also  made  special  advancement.  Number  of  schools  in  the  State,  11,742. — 
Average  number  of  weeks  in  session,  in  cities  and  towns,  26,78.  Total 
number  of  teachers  employed,  20,828.  Number  of  youth  between  6  and 
21  years  of  age,  944,852;  number  of  pupils  enrolled  in  the  schools,  702,552. 
Average  number  in  daily  attendance,  391,547.  Statistics  indicate,  that 
the  school-going  years  of  city  youth  are  from  six  to  sixteen,  and  of  country 
youth  from  five  to  eighteen.  Truancy  and  absenteeism,  he  attributes  to 
the  **  criminal  indifference  and  neglect  of  parents,  too  many  of  whom  have 
no  just  appreciation  of  the  inestimable  practical  value  of  a  good  education 
to  their  children.  Truancy  is  on  the  increase,  and  is  of  the  deepest 
concern  to  every  citizen.     Depravity  and  rowdyism  are  at  fiood^tide,  and 


286  Beaidml  EdUor'a  Department. 

thousands  of  our  youth  are  being  swept  into  the  surging  sea  of  rice  and 

crime.  These  yiotims  of  parental  negleot  and  eyil  influences  must  be 
rescued  from  the  perils  of  ignorance  and  vice  which  threatens  their  de- 
struction. The  rising  tide  of  juyenile  depravity  must  be  stayed.  All 
good  influences  and  agencies  must  unite  in  the  task.  The  State  must 
interpose  and  by  wise  legislation  secure  to  every  child  born  within  its 
borders,  the  boon  of  a  practical  and  yirtuous  education."  The  retarding 
causes  to  a  satisfactory  progress  of  all  the  schools  yet  preyailing  are : 
1.  A  want  of  efficient  superyision.  2.  Inferior  and  inadequate  High 
Schools.     8.  Party  spirit  in  school  elections. — Pa.  School  Journal, 

Massachusetts. —  Nearly  90  per  cent,  of  the  children  of  school  age  are 
enrolled  in  the  public  schools,  and  the  cost  per  scholar  the  past  year  has 
been  $7.28.  The  ayerage  wages  of  male  teachers  is  about  $55  per  month ; 
of  female  teachers,  $22.  The  last  yery  able  and  elaborate  report  of 
the  Board  of  Education  is  said  to  be  the  work  of  John  D.  Philbuck,  Esq., 
Superintendent  of  the  Boston  Schools,  and  a  member  of  the  State  Board. 

Tennessee. — ^ince  the  close  of  the  war,  the  educational  institutions 
of  Nashyille  haye  been  reyiyed,  and  are  now  in  actiye  and  effeotiye  ope- 
ration. 

CoLOSBD  Normal  Sohool. — A  Normal  School  for  the  training  of  colored 
teachers  has  been  opened  in  New  Orleans,  under  the  direction  of  Mr. 
Mortimer  Warren,  late  Superintendent  of  the  school  for  freedmen  in  that 
city. 

Iowa. —  The  last  Biennial  Report  of  the  Superintendent  of  Public 
Instruction,  Hon.  Oran  Fayelle,  gives  the  number  of  children  of  school 
age  (5-— 21)  as  824,828,  an  increase  of  29,426  in  a  year.  The  pupils  attend- 
ing school  were  217,698  ;  male  teachers  employed,  2,853;  female  teachers, 
6,467 ;  total  8,820.  The  average  monthly  wages  of*  male  teachers  was 
$81.84;  of  female  teachers,  22.80.  Fifty-nine  Teachers'  Institutes  were 
held,  with  most  gratifying  success. 

Kansas. —  Institutes  have  been  successfully  held  in  eleven  counties,  and 
the  statistics,  show  large  gains  in  school  privileges,  attendance,  expendi- 
tures, etc. 

Colored  Schools  South. —  Gen.  Howard  reports  that  there  are  over 
70,000  colored  children  in  the  schools  in  the  Southern  States. 


LITERARY  NOTES. 


Napoleon's  CjEsar. —  The  second  volume  of  this  work  has  at  length 
appeared.  Messrs.  Harper  and  Brothers  will  have  their  translation  ready 
at  an  early  day. 

BuLWER  is  engaged  in  the  preparation  of  an  autobiography. 

Queen  Victoria  is  preparing  for  publication  a  series  of  essays,  upon 
subjects  in  which  Prince  Albert  was  specially  interested. 


BesiderU  Editof^s  Department  287 

Thx  GALAXT.-*-Thi8  is  the  title  of  a  new  fortnightly  magaxine,  pub- 
lished by  W.  0.  and  F.  P.  Church,  New  York,  the  second  number  of  which 
has  appeared.  The  papers  speak  well  of  it.  It  is  all  that  could  be  desired 
in  paper  and  typography,  and  numbers  among  its  contributors  some  of 
oar  best  writers.   f6  a  year. 

Gharlbs  Sc&ibner  &  Co.  haye  removed  f^om  Grand  St.,  and  opened 
spacious  ware  rooms  at  No.  654  Broadway,  New  York.  In  addition  to 
their  educational  department,  they  are  among  the  largest  importers  of  choice 
foreign  books,  in  America. 

Thb  Nation,  published  by  J.  H.  Richards,  130  Nassau  St.,  New  York, 
which  during  the  few  months  of  its  existence,  has  won  an  enyiable  repu- 
tation as  a  first  class  literary  and  political  journal,  has  (commencing  with 
May)  become  a  semi-weekly.  Its  condensed  **  Topics  of  the  Day,"  Lite- 
rary Notes,  Reyiews,  Correspondence,  Art  Criticisms,  and  standard  articles 
on  current  matters,  are  all  of  a  high  order.  The  new  management  will 
secure  it  increased  patronage.    $5,00  a  year. 

LippiBMOTT^s  Pbonounoino  Gazettber  of  thb^  World. —  Messrs.  Lip- 
pincott  &  Co.  haye  issued  a  new,  enlarged  and  improyed  edition  of  this 
work,  bringing  it  down  to  the  present  time.  It  takes  its  place  side  by  side 
with  Webster's  Dictionary. 

The  New  York  Tribumb  recently  celebrated  the  25th  anniyersary  of  its 
establishment. 

Mbssrs.  Strahav  &  Co.,  New  York,  announce  Familiar  Lectures  on 
Scientific  Subjects,  by  Sir  John  F.  W.  Herschel. 

Applbtoe's  Aenual  Ctolopjsdia  for  1865,  will  soon  be  issued. 

The  Empress  Euctbeia  is  preparing  a  memoir  of  Marie  Antoinette. 


BOOK  NOTICES. 


The  Lost  Tales  of  Miletus.  By  the  Right  Hon,  Sir  Edward  Bulwer 
Lttton,  BarL,  M.  P.  New  York:  Harper  and  Br  other 8  y  1866.  12mo., 
pp.  182. 

The  legends  upon  which  our  author  grounds  these  tales,  are  borrowed 
from  some  of  the  oldest  of  the  Classic  authors,  but  so  recast  and  expanded, 
that  they  are  practically  new  creations.  They  are  in  rhymeless  ycrse,  after 
classic  models,  and  show  some  mechanical  skill ;  yet  too  frequently  they 
seem  stiff  and  unnatural.  That  the  meter  comports  better  with  the  themes 
presented  than  with  modern  subjects  will,  no  doubt,  howeyer,  be  confessed. 
They  are  of  considerable  merit,  and  haye  already  met  with  favor. 

Barnard's  Amerioan  Journal  of  Education. —  This  admirable  journal 
for* March,  1866,  contains  artioles  on  the  following  named  subjects:  I. 


288  Beeident  EditoT^a  Department. 

Pnblfo  Instraotion  in  the  Austrian  Empire;  n.  The  Nature  and  Value  of 
Education  (a  prise  Essay) ;  III.  The  Dignity  of  the  Schoolmaster's  Work ; 
,IV.  Documentary  History  of  Normal  Schools  in  the  United  States;  V.  The 
Original  Free  or  Town  School  of  New  England ;  YI.  Glimpses  of  the 
Means  and  Conditions  of  American  Education  prior  to  1860 ;  VII.  Schools  as 
they  were ;  VIII.  Female  Education  as  it  was ;  IX.  American  Educational 
Biography ;  X.  History  of  Educational  Associations  in  Illinois  (with  por- 
traits of  Presidents);  Virginia  Educational  Conventions;  XI.  National 
Bureau  of  Education;  XII.  Adyice  on  Studies  and  Conduct.  $4.00  a 
year.     H.  Barnard,  Hartford,  Conn. 

The  North  American  Review,  Ko,  CCXI^  April,  1866.  Boston :  Tieknor  ^ 

FieUh,     Quarterly,  $6.00  a  year. 

The  Old  <<  North  American/'  under  the  editorial  charge  of.  Professor 
James  Russell  Lowell  and  Charles  Eliot  Norton,  Esq.,  maintains  its  high 
reputation  —  the  growth  of  more  than  half  a  century.  It  grapples  fear- 
lessly and  most  ahly  with  the  great  questions  of  the  day,  and  is  unques- 
tionably the  exponent  of  American  Literature  and  Criticism.  Even  its 
briefer  and  less  formal  book  notices  show  profound  dealing  with  current 
subjects,  and  they  would  alone  commend  it  to  all  people  of  any  pretensions 
in  literature.  The  contents  are :  I.  The  Error  of  De  Tocqueville ;  II.  Mili- 
tary and  Martial  Law;  IIL  Character;  IV.  The  New  York  Herald;  V. 
Carlyle*s  Frederick  the  Great ;  VI.  Our  Diplomacy  during  the  Rebellion ; 
VII.  International  Arbitration;  VIII.  Dante,  and  his  latest  English 
Translators;  IX.  The  President  on  the  Stump;  X.  Critical  Notices  (24  in 
number). 
First  Lessons  in  Numbers,  in  the  Natural  Order:  Firet,   Vitible  Objeettf 

Second,    Concrete  Numbers, '    Third,    Abstract    Numbers,      By  John  H. 

French,  LL.D.     New  Fork ;  Harper  and  Brothers,  1866.    pp.  120. 

If  primary  arithmetic  can  be  taught  at  all  from  books,  we  are  persuaded 
that  this  little  work  will  inaugurate  new  successes.  It  deals  with  the 
common  experiences  of  the  child,  and  illustrates  the  facts  of  numbers  by 
cuts  of  homo  scenes  beautifully  drawn  and  artistically  engraved.  The 
appendix  contains  suggestions  of  methods  of  teaching,  to  which  reference 
is  repeatedly  made  im  the  text.  The  work  comes  as  we  go  to  press ;  hence 
this  brief  notice. 

Harper's  Library  of  Select  Novels. —  For  those  who  have  leisure  and 
need  the  style  of  culture  to  be  derived  from  reading  the  better  class  of 
modern  romances,  this  series  will  especially  commend  itself.  The  list 
embraces  already  nearly  800  volumes,  by  many  of  the  most  graceful  and 
fascinating  of  current  and  recent  writers.  Among  the  names  are.  Miss 
Bremer,  Bulwer,  William  Howitt,  Miss  Sewell,  Mrs.  Ellis,  Anderson, 
Dumas,  Mary  Howitt,  Mrs.  Hall,  Mrs.  Gore,  Mrs.  Gaskell,  Mrs.  Marsh 
Wilkie  Collins,  Miss  Mulock,  Amelia  B.  Edwards,  Dickens,  and  a  host  of 


Beaident  Mitar^a  Department.  289 

others  of  equal  merit.  We  acknowledge  the  receipt  of  the  following: 
«'  Sans  Meroi;  or  Kestrels  and  Falcons;"  '^Miss  Migoribanks"  and 
''Agnes,"  by  Mrs.  Oliphant;  **The  True  History  of  a  Little  Ragamuffin;" 
"Under  the  Ban;"  «Can  Tou  Forgiye  Her,"  and  «The  Belton  Estate," 
by  Anthony  TroUope;  **  Wives  and  Daughters,"  by  Mrs.  Qaskell;  and 
**  Walter  Goring,"  by  Annie  Thomas. 

Social  Lira  or  the  Chinksk  :  With  toms  Account  of  their  RtUgiout^  Oovem- 
mental,  Educational  and  Business  Customs  and  Opinions.  With  special  but 
not  exclusive  Reference  to  Fuhchau.  By  Rev,  Justus  Doolittlb,  Fourteen 
Years  Member  of  the  Fuhchau  Mission  of  the  American  Board.  With  over  One 
hundred  and  Fifty  Illustrations.  In  two  Volumes,  New  York:  Harper  j- 
Brothers,  1856,  12mo.  cloth,  pp.  469,  490. 

As  a  pioneer,  work  in  the  particular  field  of  description  the  author 
assigns  to  himself,  these  volumes  will  be  received  with  favor.  They  make 
no  pretentions  to  literary  excellence,  but  are  in  fact  a  plain  straight- 
forward statement  of  the  particulars  named  in  their  title.  They  will  give 
to  many  readers  their  first  glimpse  of  this  ancient  land,  hitherto  a  terra 
incognita,  and  invest  with  peculiar  interest  the  history  and  manners  of  the 
most  ancient  and  populous  nation  on  the  globe. 

Evert  Saturday. — On  the  first  appearance  of  this  new  weekly,  whose 
19th  number  (May  12)  has  just  reached  us,  we  heartily  commended  the 
enterprise,  and  looked  forward  hopefiiUy  to  the  reproduction  at  small  cost, 
and  in  the  interest  of  the  masses  of  those  of  our  people  who  appreciate 
standard  literature,  of  the  choicest  things  in  foreign  periodicals. 

This  weekly  is  precisely  what  it  claims  to  be, —  a  journal  of  choice  read- 
ing. The  editor  has  the  range  of  all  the  English  and  Continental  Reviews, 
Magazines,  and  first  class  Weeklies,  which  press  into  their  service  the 
ablest,  wisest,  and  wittiest  writers  of  Europe.  From  this  almost  immense 
storehouse,  he  selects  that  which  he  judges  best  adapted  to  suit  the  taste 
and  intelligence  of  the  American  people. 

The  selections  in  the  numbers  already  issued,  have  embraced  a  wide 
variety  of  topics, —  all  of  interest  to  cultivated  minds,  and  nearly  all  of  a 
character  to  be  highly  attractive  to  the  majority  of  American  readers. 
There  have  been  excellent  short  stories,  thrilling  adventures,  exquisite 
poems,  graphic  historical  sketches,  popular  scientific  articles  such  as 
appear  originally  only  in  English  and  French  periodicals,  racy  essays  in 
biography,  criticism  and  anecdote.  In  fact,  it  contains  the  cream  of 
foreign  current  literature,  and  is  offered  at  a  price  that  brings  it  within 
the  reach  of  all. 

Whoever  wishes  the  freshest  and  choicest  foreign  periodical  literature, 
must  get  •*  Every  Saturday."  It  is  published  by  Ticknor  &  Fields,  Boston, 
at  $5.00  a  year. 


/ 


WAS  AWARTHKB  TO 


FAT80N,  DCHTON  ft  SCSIBNER'S  . 

NATIONAL  PENMANSHIP, 

At  Till  Tewth  EscHiistrrox  or  tttb  Mass.  Gharttablb  Mkcha^o  ABSOciA-niMf, 

September*  Ififlft. 


TJte  Jadgtt,  in  ikeir  i?«^por*t  *ij^  —  "  This  npijeari  to  be  tlie  moat  pnetlnKl  ^ywtem  tiiugl  , 
t^tntng  ill  dcfllrablo  clcpmcj?,  nt-'Atnefib,  and  dffitjiicta«#«.  It  H  th^  itftt^m  taukfit  In  oar  icboota^ 
tnil  it  )$  cnmmf'.nded  by  iu  Almpl icily  iindi  AflAptabllitT  to  eoTnTncTcifi!  juid  uUfiineM  poipotei^ 
Thti  Commlttrc  rocommcnd,  us  a  ri>co^itioo  of  it*  meiHtfi,  a  ^rorei^e  Me^tal.^* 

So  weU  iQiowii  itf  ttda  A^atcmt  and  eucb  Ja  JtB  populnrlty,  that  the  iidUalii 


«ni  at  ttnlv^Tftnllf  tmdf^rntotMl,  Rt  al^lit,  ai  iini  tho  lottcri<  U»  fl.  A,;  and  beisf?  the  BTvtera  xnort 
Tidplf  iiitrodiifi«lf  and  tbff  most  tjctc-n^lvplf  uKd  In  tbe  Unllod  Btstei,  tho  pabUibsn  Hwl  that 
thaf  can  li^btly  ctftlm  for  It  tlic  title  of  llio 

K^O]?   Is    lt«    Fame    oonflned.   *o   tills    COTintry* 

The  ^temniKl  for  Jt  Jn  the  Rrttlnh  Provinces  1i  no  ^nvJit,  thut  nn  Mltfon  of  thi"  prrnoimrd  P<Tl«i 
wan  mfinuractuTtMUrt  Kmjirtud  rurthrBritJih- Amdrlfaii  mzirkf^t,  dfl  irt^Fnl  tinparnilfled  inlhe  hiifUynf 
o/Ctxp^  Bfioirx  *  Sid  shomng  €fmclu»ii-€iff  thui  U  h  con^tdm-ed  Ihtre  b^Ur  thai%  mijf  *34ker  Amff^ 
Glinor  English  system. 

%•  Atl  jwrBons  interofltod  hi  thli  important  branch  of  edwcation,  uro  Incited  to  ex&Euliie  till* 
tyatam.    Circnliira  Jind  apedosmH  will  be  $«nt  on  applicAtlou, 


PAYSON,  DUNTON   fc  SCRIBNER'S 

^  STEEL  PENS. 

Maimlbfitiired  hj  Joakph  GiLi^-rr  h  F^r»7rnt  ^m  pHttsnts  miude  cxpreialf  fbr  ni. 
by  thoic  who  hare  u«ch1  them  an  the  heat  tn  t!ie  mnrlE^t. 
For  aale  bj  all  agimta  fbr  P,  D.  ^  H, 

CBOSBY  &  AmSWORTHp  117  Waahinfton  St,  Bortoo. 

*0  *  SpedmmtB  flf  mlBhed  on  receipt  Of  ^  UiTQo-ccnt  a\iim\>. 


TUViBlB  BDVOiTIONil  WORKS 

VOlB 

SCHOOLS,  ACADEMIES,  AND  COLLEGES. 

FDBUaHBDBT 

J.  B.  LIPPINCOTT  &  CO., 

JV«M.  715  and  717  Market  St.,  Philadelphia. 


UFEOTOOTT'S  NEW  FBONOUHQJjErO  OAZETTEEB. 

Brery  mrtioii  of  the  text  of  the  flonntr  work  hM  been  thoroagfalr  revised,  a  rery  larg* 
portion  Off  the  artldee  wholly  rewritten,  with  an  appendix  of  nearly  10,000  new  artidea, 
relating,  tor  the  moat  part,  to  the  United  States. 

One  VoL.  over  2,300  Imperial  8vo.  Faces.   Sheep,  $8.00. 

Tn  Kbw  QAtamaM  present! : 
I.  A  descripttre  notice,  with  the  most  recent  and  authentic  inlltnmation  respecting  the 

coontriea,  ialandb,  rivers,  monntains,  cities,  and  towns  in  every  part  of  the  globe. 
n.  The  names  of  all  important  places,  both  in  their  native  and  foreign  langnages,  with 

the  pronunciation  of  the  same :  a  feature  never  attempted  in  any  other  work. 
HL  The  classical  names  of  all  andent  places,  so  Ikr  as  they  can  be  aocorately  ascertained 

from  the  best  anthorities. 


rV.  A  complete  etymological  vocabulary  of  geographical  i 

y.  An  daborate  exposition  of  the  jprindples  of  pronundadon  of  names  in  the  Danish, 

Dutch,  French,  German.  Greek,  Hungarian,  Italian,  Norwegian,  Polish,  Portuguese, 

RnssiaoD,  Spanish,  Swedish,  and  Welsn  lang^nages. 

This  great  work  embodies  a  wealth  of  knowledge,  in  its  department,  not  accessible 
Bram  any  other  book  extant,  nor  le^s  important,  as  a  promoter  of  sound  learning,  tlum 
the  best  dictionary  of  the  English  language,  by  the  side  of  which  it  merits  a  place  on  the 
table  of  every  teacher  and  eehool  in  the  country. 

^ir*  Not  allowable  by  mail,  but  will  be  sent  any  reasonable  distance,  at  our  expense, 
on  recdpt  of  price. 


THE  STUDENT'S  PRACTICAL  CHEMISTRY. 

Br  HENBY  MORTON,  A.M.,  and  ALBERT  M.  LEEDS,  A.M., 

A  text-book  on  Chemical  Physics  and  Inorganic  and  Orjganic  Chemistry,  presenting  all 
the  valuable  new  flu^ts  in  the  branches  discussed,  bringing  the  wortc  down  to  the  pres- 
ent time ;  beautiftilly  illustrated  with  over  160  engravings.  One  vol.  ISmo.  Over  800 
I»ges.    $1.26.  

LOOMIS'S  NEW  ARITHMETICS. 

IiOomiB's  New  Analytical  Arithmetic.  25  oenti.  A'First  Book  combining  Intel- 
lectual and  Written  Exercises. 

XfOomit's  Vew  Nonnal  Arlthaetio,  40  cents.  Complete  Pnetical  Treatise  ftv  ad- 
vanced classes. 


WOBKS  ON  THE  SCIENCE  AN0  ABT  OF  TEACHIKG. 

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jPrincipal  of  the  Pennsylvania  State  Normal  School  ai  MUleraville. 
'Wiokersham'a  School  Economy,  00  cents.  A  Treatise  on  the  Preparation,  Organ- 
ization, Employment,  Government,  and  Authorities  of  Schools.    ISmo. 
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Education  which  treato  of  the  Nature  of  the  several  Branches  of  Knowledge  andHeth- 
ods  of  toadiing  them.    12mo. 


LIPPINCOTT'S  GEOGBAFHICAI.  SEBIES. 

I*  Allen's  Oral  Geography,  85  cents.  Pictorial  Maps  and  Natural  History 
Engravings. 

H.  Allen's  Primary  (Jeosraphy,  35  cents.  Based  on  the  Object  Method  of 
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m.  Shaw  and  Allen's  Comprehensiye  Geography,  $1.00.  Combining  Geo- 
graphy with  Natural  History. 

IV.  Smith's  New  Geoffraphy,  $1.10.    Synthetical,  Analytical,  and  ComparaUve. 

V.  Carl  Bitier'sGomparatiye  Geography,  90  oents.  Translated  by  Wjluam  L. 
Oaob. 

vii-»-tf. 


AMERICAN  EDUCATIONAL  SERIES, 

FXJBIiISHEB  BY 

IVISIONi  FHINNETi  BLAKEMAK  &  CO., 

48  &  50  Walker  street,  New  York. 


JNfo  Series  of  School-Books  ever  offered  to  the  public  have  cUtained 
80  wide  a  circulatiot^,  or  received  tJie  approval  and  endorse- 
ment of  so  many  competent  and  rdiahle  educators 
in  aU  parts  of  the  United  States  as  this. 

The  large  and  increasing  sale  of  these  books — the  emphatic  oommenda- 
lions  of  hundreds  of  the  best  teachers  of  the  country  who  haye  tksted 
them  in  the  Glass-Room,  and  know  whereof  they  affirm,  amply  attest  their 
real  merits,  and  fully  commend  them  to  general  fayor,  and  to  the  confi- 
dence of  every  thorough  and  practical  teacher. 

Among  the  leading  and  most  popular  books  of  the  aboTe  Series,  the 
following  may  be  named,  yiz  : 

Sanders'  Beaders  and  Spellers— con-  KerPs  OomprehenBiye  Grammar— 

forming  in  Orthofrraphy   and  Orthoepy  To  be  used  as  a  book  of  reference, 

to  the  latest  editions  of  Webster's  Die-  Spenoerian  Copy  Books— simple,  prac- 

tionary.  tical   and    beaatiftil.     Newly  engrayed 

The  Union  Series  of  Beaders  and  and  improved. 

Spellers,  entirely  new  in  matter  and  Spenoerian  Charts  of  Writing  sad 

illnstratioDS,  and   received   with   great  Drawing— six  in  nmnber.    In  slxe,  M 

fiivor  by  the  best  teachers  in  the  country.  by  dO  inches,  on  three  cards. 

Bobinson's  Series  of  Arithmetics—  Spenoerian  Key  to  Fraotioal  Fen- 
very  popular  with  all  teachers  who  have  msnship  for  the  use  of  Teadien  and 
tested  them  in  the  class-room.  Pupils. 

Bobinson's  Alcebrss  and  Higher  Bryant,  Strstton&Faokard's  Book- 
Mathematics  —  entirely  re- written ;  Keeping  Series— beautilblly  printed  in 
Ml,  complete,  sclentiflc  and  practical.  Colors. 

Kerl's  New  Series  of  Qrammars  —  Gray's  Botanioal  Series— Theae  books 

unsurpassed    in    simplicity,    clearness,  present   the  latest    and    most  accurate 

research,  and  practical  utility.    The  series  principles  and  developments  of  the  ad. 

consists  of  ence,   and  have  been  rcconunended  by 

A  book  for  beginners,  and  introductory  country. 

Ke9).'s  First  Iiesson  in  Grammar—  almost  every  eminent  Botanist  in    the 

to  the  Common  School  Grammar.  Oolton's  Series  of  Gtooffrsphiee— The 

Kerl's  Common  School  Grammar  —  New  Quarto  Geography,  Just  published 

A  thorough,  complete  and  practical  work  and  added  to  this  series,  surpasses  any- 

for  Common  Schools  and  Academies.  thing  of  the  kind  before  the  public. 

Willson's  Histories,         Woodbury's  German  Series, 
Fasanelle's  Frenoh  Series,      Bradbury's  Sohool  Musio-Books. 

THE  SPENCEBIAN  STEEL  PENS 

Are  regarded  by  the  best  penmen  of  the  country  as  superior  to  all  others. 
I.  P.  B.  &  Co.  also  do  a  general  Book  Business,  keeping  constantly  on 
hand  a  complete  stock  of  School  and  College  Text-Books  and  Stationery, 
which  they  offer  at  the  lowest  market  rates. 

Jj^"  Those  desiring  to  know  more  of  our  publications  are  requested  to 
correspond  with  us  freely,  and  to  send  for  our  Descriptive  Catalogue  and 
dreulart: 

Jj^"  Liberal  terms  given  on  books  fUrnished  for  examination  or  intro- 
duction. 
Address  the  Publishers. 

IVISON,  PHINNEY,  BLAKEMAN  &  CO., 

48  &  50  Walker  Street*  JBTew  York. 


OUTOT'S 


Physical  and  Political  Wall  Maps 


FOR   SCHOOLS. 


I  <  I   i<  >  I 


Series  No.  I. 

Hap  of  the  United  States, $8  00 

"    North  America 6  60 

"    South  America 6  50 

"  The  Worid,  (Merc  Prqiec),  ..12  00 

"    Bupope, 8  00 

"    Airia 10  00 

«*    Ajfrica 6  60 

"    Central  Europe 8  50 

•«    Oceanica. 6  00 


•15.  peraet. 


Classical  Pffaps. 

Hap  of  the  Roman  Empire $15  00 

«    Ancient  Greece 15  00 

«*    Italia..- 15  00 

"    City  of  Ancient  Rome 2  00 

"    The  An'^ait  City  of  Athens .     2  00 

Any  Mi^,  or  any  number  of  Maps  of  the  Series,  (except  Series  No.  3),  oan 
be  seleoted  if  a  fiill  set  is  not  required. 

By  the  admirable  system  of  coloring  adqpfted,  the  plateaus^  monntains,  TaUeys^  xi?en^ 
altitades,  in  fiict  all  the  physical  characteristics  of  the  Earth's  sm&ce,  are  deariy  and 
beftotiftilly  expressed,  as  also  the  political  featnresL  bomidaries^  names  of  cities  etc,  etc 


Series  No.  2. 

Map  of  the  United  states $8  00 

"    North  America 4  6C 

"    South  America 8  5C 

"    Europe 4  50 

"    Asia 5  00 

"    Africa 4  50 

"    Oceanica 5  00 

*'    the  Hemispheres. 7  50 

Series  No.  8. 

Map  of  The  United  States. 

"    North  America 

*'    South  America 

<*    Central  Europe 

"    Asia 

"    Africa. 

"    Europe 

"    The  World. 

**    Oceanica 


TESTtnONIlAIL  PROM  PROPESSOR  ASASSIZ. 

From  what  I  know  of  Pro!  GuyoC's  Wall  Maps,  etc.,  I  have  no  hedtation  in  sayfaig 
that  both  as  to  method  and  execution  they  are  inarnqxarably  tnpericr  to  any  thing  of  the  kind 
thoB  &r  published ;  and  in  connection  with  the  series  of  text-books  by  the  same  author, 
which,  I  understand,  are  soon  to  be  published,  they  will  form  the  most  yaluable  means  for 
the  study  of  geography,  in  which  department  there  is  urgent  necessity  for  new  books  adapt- 
ed to  the  present  advanced  state  of  the  science,  In  fact,  it  is  the  simple  truth,  that  no 
other  geographer  living  widerstandt  the  reiaiiont  ofthephyncalfiatmrt  qfowr  eaaih  so  well^  or  heoum 
haw  to  present  them  to  students  with  such  nrnplidty  and  clearness  as  Pr^.  Ouj/ot. 

L.  AGASSIZ. 

Qsmbric^e,  Mass.,  March  27th,  1865. 

IN  PRESS.— To  be  publidied  during  the  Fall,  the  first  two  of  Prof  Guyot's  Series  of 
Geographies. 

CHARLES  SORIBNER  &  CO. 


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SI  ac  .A.  3IC  z  xr  SI 

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ANALYSIS  AND  PARSING, 

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extant,  and  eomsitts  of 

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BROWN'S  GRAMMARS— REVISED 

Are  up  to  the  times. 

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Have  Twenty-five  difibrent  models  of  Analysis. 

Do  not  confuse  the  pupil. 

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Have  borne  the  Test  of  Time  and  the  School  Boom, 
and  are  constantly  increasing  in  favor  and  wide- spread  u^e,  Thej  are  the  re- 
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class  never  to  die.  At  present  of  unapproachable  excellence  and  the  higheit 
possible  authority,  wo  doubt  if  ever  they  enn  be  superseded,  at  least  whilst  our 
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m 


!W  BOOK !    A  NEW  BOOK  f ! 


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NEW  YORK  TEACHER. 


New  Series.] 


JULY,  1866, 


[Vol.  Vn,  No.  10. 


Sohodl  House  Arohiteotore. 


The  reports  that  come  to  im  from  dl  portions  of  the  State,  of  the 
newlj-awakened  interest  on  the  part  of  the  people,  in  fumishiiig 
improved  achool  accommodatlcmaj  are  most  obeering.     Old,  onsightJy 


hovels  are  giving  place  to  commodious  and,  in  some  cases,  elegant 
structures,  built  for  comfort,  and  evidencing  a  better  appreciation  of 
the  means  for  public  education. 
There  is  no  longer  a  question  in  the  minds  of  any,  except  the 
[Vol.  XV,  No.  10.]  20 


292  School  House  Architecture. 

ignorant  or  the  selfish,  that  no  better  investment  can  be  made  than 
in  supplying  for  the  education  of  our  children,  the  best  facilities  in 
the  way  of  sightly  and  healthful  school  houses,  ample  grounds 
adorned  with  trees  and  flowers,  the  best  books  and  apparatus,  and 
intelligent  and  skillful  teachers. 

In  the  matter  of  school  architecture,  we  venture  a  few  sugges- 
tions. The  difference  in  cost  when  a  new  house  is  to  be  built,  is  so 
inconsiderable,  between  one  constructed  with  due  regard  to  elegance, 
comfort,  health  and  stability,  and  one  that  ignores  all  these,  that 
few,  knowing  the  conditions,  will  hesitate  in  making  the  additional 
outlay  of  a  few  dollars. 

1.  The  Site. —  This  should  comprise  sufficient  ground  for  play- 
room for  all  the  pupils,  without  danger  of  trespass  upon  adjoining 
fields,  and  away  from  the  dust  and  danger  of  the  highway.  The  loca- 
tion should  be  healthful,  on  high  ground,  with  good  drainage,  but  if 
possible,  sheltered  from  the  blasts  of  the  bleak  hill-top.  Trees, 
shrubs  and  flowers  should  be  planted  and  cared  for,  and  the  whole 
should  be  enclosed  by  a  tasteful  fence. 

2.  The  Housb* should  be  in  architectural  style,  and  the  material 
of  which  it  is  built,  a  model  of  taste,  and  in  no  whit  inferior  to 
the  accepted  notion  of  a  first  class  edifice ;  of  brick  or  stone  if 
practicable,  and  if  of  wood,  substantial  and  warm,  with  firm  founda- 
tion, sufficiently  elevated  to  secure  against  dampness.  The  hight 
of  the  school  room  should  not  be  less  than  twelve  feet  in  the  clear, 
and  if  containing  two  or  more  school  rooms,  it  should  be  more. 
The  windows  should  be  large,  and  arranged  to  slide  from  the  top  aa 
well  as  from  the  bottom,  with  weights  and  cords.  Proper  ventila- 
tion should  be  supplied  by  ventilators  in  the  walls,  chimney-flues, 
or  ceiling.  It  need  hardly  be  added  that  closets  furnished  with 
hooks  and  shelves  arc  indispensable,  and  that  a  wood-house  is  a 
necessity. 

3.  Furniture. —  The  desks  and  scats  should  be  of  the  best  ma- 
terial, and  if  of  pine  or  whitewood,  painted ;  strength,  neatness  and 
adaptability  to  ease  and  comfort  should  be  studied.  Not  more  than 
two  pupils  should  occupy  one  desk.  There  should  be  ample  elbow 
room,  and  regard  should  be  had  to  the  size  of  the  pupils  to  be 
accommodated.  Seats  are  generally  made  too  high ;  and  it  is  a  com- 
mon spectacle  to  see  little  ones  perched  upon  them  with  feet  dangling 


Economy. 


293 


in  the  air.  No  adult  would  long  endure  such  torture.  Outline 
maps,  globes  and  other  apparatus  will  be  found  in  every  well  ordered 
school  room.  There  should  be  much  blackboard  room,  and  thtft  of 
the  best  that  the  facilities  of  the  district  will  allow. 


^ iF^^fin^T^HlH- — ^ 


tH 


!^I<^I1I1^I^III^I^I 


ffiKMMUffi 


We  present,  herewith,  plan  and  elevation  of  a  house  with  a  single 
school  room,  calculated  to  accommodate  108  pupils  on  one  floor. 
The  plan  is  drawn  to  allow  a  second  story,  but  the  staircase  may  be 
loft  out,  and  the  vestibule  can  be  used  for  a  recitation  room.  The 
general  plan  of  the  house  may  be  preserved,  and  such  few  changes 
made  as  are  desirable.  The  scale  of  the  plan  is  one-sixteenth  of  an 
inch  to  the  foot.  Three  ordinary  windows  may  be  substituted  on 
each  side  for  the  mullioned  windows.  The  house  may  be  framed 
without  altering  the  general  plan. 


Economy. 

When  a  Spaniard  eats  a  peach  or  pear  by  the  roadside,  wherever 
he  is^  he  digs  a  hole  in  the  ground  with  his  foot,  and  covers  the 
seed.  Consequently,  all  over  Spain,  by  the  roadsides  and  elsewhere, 
fruit  in  great  abundance  tempts  the  taste,  and  is  ever  free.  Let 
this  practice  be  imitated  in  our  country,  and  the  weary  wanderer 
will  be  blest,  and  bless  the  hand  that  ministered  to  his  comfort  and 
joy.  We  are  bound  to  leave  the  world  as  good  or  better,  than  we 
found  it,  and  he  is  a  selfish  churl  who  basks  under  the  shadow,  and 
eats  the  fruit  of  trees  which  other  hands  have  planted,  if  he  will 
not  abo  plant  trees  which  shall  yield  fruit  to  coming  generations. 


294  Qaojck  Education. 


Qoaok  Edaoation. 

A  recent  number  of  the  Round  Table  contains  a  flippant  editorial 
with  the  above  caption,  knnched  at  what  the  writer  is  pleased  to  call 
"  This  new  absurdity ''  —  "  object  teaching/'  The  chief  point  of 
the  article  is,  that  it  has  no  point,  and  deals  in  sweeping  generalities 
of  accusation,  without  specifying  who,  what  or  where.  For  our- 
selves, we  believe  that,  subject  to  criticism  as  some  of  the  principles 
and  perhaps  many  of  the  methods  adopted  by  the  '^  object  teach- 
ers "  may  be,  the  purpose  to  inaugurate  a  much  needed  reform, 
honestly  conceived,  it  is  entitled  at  least  to  candid  criticism.  We 
quote  at  length : 

"  The  latest  device  for  opening  a  royal  road  to  learning  is  *■  object 
teaching,'  which  —  like  Bottom's  Dream,  so  called,  *•  because  it  had 
no  bottom '  apparently  derives  its  title  from  the  fact  that  it  is  pur- 
suit without  any  ascertained  object.  But  it  has  astounding  results. 
After  months  of  it,  you  shall  find  your  child  unable  to  read  or 
write,  and  utterly  innocent  of  the  multiplication  table ;  but  he  has 
mastered  the  *  elementary  sounds,'  can  draw  triangle^  and  parallelo- 
grams, and  set  forth  the  properties  thereof.  He  oan  not  spell  his 
name )  but  if  you  allude  to  green  as  a  color,  he  wiU  assure  you  that 
it  is  only  a  secondary  color,  overwhelm  you  with  the  rudiments  of 
optics,  and  beg  for  a  prism  that  he  may  expound  refraction.  He  is 
exuberant  with  unsuspected  physiological  lore,  and  takes  you  aback 
with  the  names  of  your  bones  and  position  of  the  various  organs. 
He  destroys  your  appetite  at  meals  by  unpleasant  information  respect- 
ing the  composition  of  your  food  and  the  prevalence  of  trichiniasis. 
He  demolishes  your  parlor  ornaments  with  boomerangs,  aiid  your 
windows  by  experimental  study  of  the  principles  of  incidence  and 
reflection." 

We  do  not  know  whose  <'  object  teaching"  leaves  a  child,  <' after 
months  of  it"  unable  to  read  or  write,  for  it  is  not  only  the  purpose 
of  this  system,  but  the  practice  of  those  who  use  it,  to  teach  these 
accomplishments  as  well  as  the  <^  multiplication  table  "  at  an  earlier 
stage  than  we  have  usually  found  them  in  the  old  me^ods,  and  if  any 
just  objection  can  be  made  to  the  teaching  of  color,  form,  and  common 
mechanical  principles,  it  is  rather,  surely  in  the  misapprehension  of 


Qaa/dk  MuocOion.  295 

the  teaoheT  than  in,  anything  radically  wrong  in  the  principle  that 
a  child  may  properly  be  inatracted  in  the  properties  and  naea  of 
things  that  enter  into  his  every  day  experience.  Familiarity  with 
apparatna  for  instnuytion  is  certainly  no  more  dangerous  to  parlor 
ornaments  than  the  os^  of  equally  dangerous  toys  as  auxiliary  to 
the  ordinary  sports  of  youth. 

^  '*  fie  wishes  bean-bags,  Indian  clubs,  and  a  trapeie,  that  he  may 
practice  home  gymnastics,  and  a  'pen'  out  of  doors,  that  he  may 
relapse  into  barbarism  in  ^  sun-baths,'  as  counseled  by  Dr.  Dio  Lewis.'' 

Dr.  Lewis  can  fight  his  own  battles,  but  it  seems  as  if  the  adroit 
mention  of  his  '<  bean-bags  "  were  here  an  attempt  to  add  a  little 
cheap  ridicule  upon  a  subject  that  neither  actually  nor  by  implica* 
tion  has  anything  to  do  with  this  unlucky  <'  object  teaching.'' 

*'  He  is  an  orator  before  he  can  read ;  can  map  the  world  in 
variegated  crayons  before  he  can  put  the  names  of  its  nations  upon 
his  slate ;  is  learned  in  chemistry,  physiology,  telegraphing,  arts  and 
sciences  innumerable,  before  he  knows  his  alphabet;  is,  in  short,  an 
Admirable  Crichton  before  he  is  qutliiied  to  graduate  from  an  old 
style  district  school.  Nice  as  it  all  seems,  suspicion  gradually 
dawns  upon  the  observant  spectator.  It  early  becomes  obvious  that 
however  geography,  surveying,  physics,  and  zoology  may  thrive 
undfcpie  stimulus  of  <  objects,'  history,  language,  and  other  snb- 
jecVpMi  susceptible  thereof  make  little  progrcBS.  Tour  infant  phe- 
ncnnenon  may  win  laurels  in  an  examination  adroitly  adapted  by  his 
teacher  to  his  capacity  of  display,  but  he  bids  fair  to  stand  con- 
fessed a  booby  in  ordinary  life.  '  Objects '  will  turn  out  to  be  but 
poor  help  when  applied  to  Ate,  Aaee,  hoc  and  rMrrcj,  ru-^/Cj,  Wru9a; 
and  have  but  a  remote  connection  with  ledgers,  Blackstone,  and  the 
early  Fathers,  though  they  may  accord  well  enough  with  machinery, 
architecture,  surgery,  or  dilettanteism." 

Our  philosopher  having  commenced  his  catalogue,  allows  his 
imagination  to  supply  what  is  wanting  in  &ct,  for  the  sake  we  sup- 
pose of  rhetorical  completeness.  If  the  first  count  in  the  preceding 
paragraph  is  tn&in  any  degree,  or  ever  becoines  so,  it  is  certainly 
some  gain.  And  our  readers  may  decide  for  themselves  whether 
with  the  benefit  of  his  own  statement,  the  crific  has  left  the  ''old 
way"  anything  to  boast  of.  Many  a  one  has  spent^years  in  tiie 
memcMsing  of  geographical  names,  scarce  conscious  timtrthefe  wtur 


296  Quack  EchuxiMan. 

a  world,  while  the  glories  of  earth  and  sea  and  sky  had  never 
awakened  an  emotion  or  excited  a  thought. 

<<  Like  every  other  extravagance,  this  new  absurdity  started  with 
legitimate  premises.  It  was  well  enough  to  infuse  into  children's 
minds  a  spirit  of  investigation,  analysis  and  inquiry ;  and  the  object 
teachers  argue,  like  Mrs.  Jarley,  their  possession  of  the  original  and 
only  means  of  doing  so.  In  competent  hands,  and  conducted  with 
moderation  and  discretion,  the  object  system  might  be  beneficial ; 
but  it  has  been  appropriated  by  that  class  of  educational  mounte- 
banks and  impostors  which  clusters  about  second-rate  normal  schools, 
promulgates  its  empiricbms  in  mutual  admiration  conventions,  and 
is  deluging  the  country  with  half-educated  '  normal  graduates,'  the 
living  evidence  of  the  danger  of  a  little  learning.  Under  these 
auspices  there  b  no  perception  of  the  true  capabilities  of  the  study, 
which  is  valued  chiefly  as  an  attractive  addition  to  those  delusive 
public  examinations  which  have  the  various  adzantages  of  gratui- 
tously advertising  schools  and  their  teachers,  of  imposing  upon  their 
patrons  a  belief  that  their  children's  proficiency  in  their  studies  is 
commensurate  with  their  readiness  of  response  to  previously 
'crammed'  interrogations,  and  of  rendering  the  children  them- 
selves bold,  superficial  and  deceitful.  Such  is  object  teaching  as 
now  practiced."  v- 

If  "  started  with  legitimate  premises,"  it  is  surely  competoK  for 
our  critic  to  say  in  what  respect  they  have  been  vacated,  and  how 
the  method  may  be  improved. 

Seriously,  there  is  no  greater  need  in  our  system  of  education, 
than  a  thorough  reform  in  the  methods  of  primary  education,  and 
the  preparation  of  competent  teachers  to  inaugurate  and  supervise 
the  work ;  and  he  is  a  public  benefactor  who,  regardless  of  systems, 
or  of  those  who  are  their  exponents,  shall  show  us  a  more  excellent 
way.  If  a  subsequent  number  of  the  Round  Table  is  to  be  trusted : 
"  As  a  general  rule  the  teachers  are  persons  who  have  adopted  their 
pursuit  in  consequence  of  failure  to  succeed  in  any  other.  They 
are  accepted  by  incompetent  examining  committees  who  make  no 
effort  to  ascertain  their  capability  for  imparting  instruction.  And 
they  receive  such  wretched  pittances  as  are  of  themselves  sufficient 
assurance  of  their  worthlessness.  In  the  schools  children  attend  or 
not,  as  themselves  or  their  parents  please,  and  the  indaoements 


At  ElnuMffe.  297 

offered  are  usually  so  small  that  their  parents  fireqnently  do  not 
please;  lax  discipline,  irregolar  attendance,  and  a  hap-hazard 
selection  of  text-books  prevent  any  approach  to  good  scholarship ; 
and  there  is  nothing  to  call  forth  either  the  interest  or  emulation  of 
the  pnpils/' 

We  cannot  accept  entire  the  method  of  object  teaching  derived 
from  the  Home  and  Colonial  School  Society,  and  organised  at 
Oswego.  It  is  susceptible  of  improvement,  and  some  of  its  fhnda- 
mental  principles  may  be  found  defective.  Let  it  be  discussed,  and 
its  faults  pointed  out  that  they  may  be  remedied.  We  shall  surely 
do  better  by  aiming  at  reform  as  Mr.  Sheldon  and  his  oo-laborers 
are  doing,  than  by  resting  ingloriously  in  the  shadows  of  the  past. 


At  Elmoliffe. 


I  have  seen  hours  when  I  have  wished  to  die,    ' 
And  thought  it  good  to  lay  my  throbbing  heafU 
Beneath  the  growing  grass.     The  weary  path 
Stretching  before  me,  seemed  a  desert  plain, 
And  all  my  hopes,  like  to  the  mocking  lakes 
That  gleam  afar  to  torture  dying  men. 
But  here,  beneath  these  boughs,  where  every  breath 
Is  changed  to  melody ;  where  mossy  trunks 
Grow  old  and  die,  yet  give  their  parting  life 
To  Yiolets  clustered  round  the  gnarled  roots  ; 
Where  notes  of  woodbirds  mingle  with  the  sound 
Of  the  bright,  tinkling  waters ;  and  the  sun, 
Looking  upon  the  glade,  smiles  through  the  leaves. 
And  flecks  the  greensward  with  its  kiss  of  love  — 
Oh  I  here  I  feel  that  earth  is  beautiful, 
That  God  is  good,  and  life  a  mysUo  wine 
Poured  by  a  Father's  hand.    My  fainting  clasp 
Shall  tighten  round  the  goblet,  and  my  lips, 
Fevered  with  struggling,  drain  the  holy  draught. 
Voices  are  calling  from  the  shadowed  hills. 
Does  Undine  haunt  yon  river?    Are  the  trees 
Strong  prisons  for  some  dainty  Ariel 
Who  cries  to  be  set  free  ?    Have  these  green  vines. 
These  velvet  mosses,  all  these  living  things, 
Some  life  within  the  life  that  greets  our  eyes  ? 


298  Denomiruae  ^umbers. 

SomMhing  tliai  is  in  bondage,  hidden,  seaUd 
From  our  imperfeot  vision  ?    Let  me  bow. 
Veiling  my  face  before  these  mysteries, 
These  myriad  miracles  that  Qod  hath  wronght ! 
Ay,  this  is  holy  ground  I    No  burning  bosh 
Lifts  up  its  flaming  banner,  but  my  feet 
Shall  tread  with  rererenoe  these  cathedral  aisles, 
Fragrant  with  odors,  solemn  with  the  train 
Of  nature's  royal  priests.    God  passes  not 
While  I  api  worshiping.     His  presence  stays 
In  this  dim  forest  temple.     My  worn  soul 
Shall  gather  strength,  and  gird  tried  armor  on. 
Then  plunge  anew  among  the  anointed  hosts 
That  battle,  not  for  kingly  crowns  and  thrones. 
But  for  the  broader  brotherhood  of  man. 
Aug.  6,  1860.  M.  A.  B. 


Denominate  Numbers. 


The  following,  or  some  similar  analysis  of  denominate  numbers 
may  be  produced,  under  the  guidance  of  the  teacher,  by  any  olass 
of  intelligent  pupils. 

After  the  classifications,  denominations,  and  tables,  the  pupil 
should  be  made  familiar  with  descending  and  ascending  redactioii, 
so  as  to  describe  and  analyse  the  processes  readily.  He  should  also 
observe,  that  the  reductions  of  denominate,  vulgar,  and  decimal 
fractions,  are  merely  the  applications  of  reduction  to  fractions. 

In  changing  denominate  numbers  to  vulgar  fractions,  besides 
reducing  the  quantities,  the  pupil  must  be  taught  to  compare  them. 
To  teach  the  process  of  comparing  quantities,  such  exercises  as  the 
following  will  be  found  useful :  Compare  12  with  20,  in  which  the 
pupils  must  observe  that  12  is  |f  of  20,  or  20  is  f^  of  12.  In 
changing  denominate  numbers  to  decimals  of  a  higher  denomina- 
tion, the  pupil  should  see  that  there  is  involved,  first,  the  expres- 
sion of  each  denomination  as  the  fraction  of  the  next  higher; 
second,  the  changing  of  this  vulgar  fraction  to  a  decimal. 

Changing  fractions  to  denominate  whole  numbers,  involves  de- 
scending reduction,  with  the  additional  process  of  changing  impro- 
per fractions  to  wJiole  or  mixed  numbers. 

In  the  combinations,  the  elements  of  addition  ara  simple  addition 


DmomatMUNwaAesn^ 


299 


and  Teduotion  ascending.  Subtraction  inyolyes  rimple  subtraction 
where  the  scales  differ.  Multiplication  is  simple  multiplication, 
ascending  reduction,  and  simple  addition.  Division  is  simple 
division,  descending  reduction  and  simple  addition.  All  the  com- 
binations require  more  or  less  of  the  reduction  of  fractions. 

It  should  be  kept  in  mind,  that  the  more  operations  we  can  refer  « 
to  one  principle,  the  less  the  memory  is  burdened  and  the  more 
comprehensive  is  the  knowledge.  The  aim  of  the  teacher  should 
be :  first,  to  let  the  pupil  observe  all  the  fiicts  and  operations ; 
second,  to  let  him  arrange,  classify  and  refer  these  facts  and  operar 
tions  to  principles  already  known.  Knowledge  newly  acquired 
should  be  interwoven  with  what  is  already  known — should  be  seen 
to  grow  out  of  principles  and  facts  with  which  the  pupil  is  already 
fiuniliar. 

1.  Simple 

2.  Compound 


^1 

^ . 

o 

'g 

O 

c4 

•4J 

d 

5 

1 

s 

1-4 

^ 

H 

M 

9 

g 

s . 

sz; 

C4 

n 

< 

O 


2.  Weights 


8.  Measures 


Sterling  Money,  etc 

f  I.Troy 
2.  Avoirdupois 

^  8.  Apothecary 

'  1 .  Of  Length  —  Long — Cloth 
2.  Of  Surfaoe— Square 
8.  Of  Volume— Solid 

{1.  Wine 
2.  Beer 
8.  Dry 
6.  Time  Measure 
6.  Angular  Measure 


g 

a* 
O 


i 


/ 1.  Of  Entire  Quantities 
12.       - 


,  Of  Fractions 


1.  Descending 

9   A-«o«^?n«      /hOf  Enti^'e''QuanUae8  \ 2- Decimal 

2.Ascendmg      { 2.  Of  Fractions  {H^^Zx 

8.  To  change  DenominateNumbersto  f  1.  Vulgar 
Fractions  \  2.  Decimal 

4  To  change  /  ^'  ^^S^^     l  PwwUons  to  Denominate 

4.  10  cnange  ^  ^  Decimal   \        Numbers 

5.  To  change  Quantities  from  one  Current  Weight  or 

Measure  to  another 

0  a«».*»»««i^«      f  1.  Of  Entire  Quantities 
4.  Division 


A.  G.  M. 


300  Orgamzmg  Thacheri  Instiiutea. 


Best   Method  of  Organizing  and  Ck)nducting  Teachers' 

Institutes. 

BT  J.    M.    OLOOTT. 

[A  Paper  read  before  the  Bzaminere*  State  Convention."] 

To  ^point  out  the  best  method  of  organizing  and  conducting 
Teachers'  Institutes,  it  will  be  necessary  first  to  consider  briefly 
the  objects  and  aims  of  such  Institutes.  These  I  conceive  to  be 
three-fold.  * 

1st.  And  perhaps  most  important,  to  make  the  teachers  acquainted 
with  method,  and  the  best  methods,  of  imparting  knowledge  and 
instruction,  and  of  securing  an  easy  and  perfect  control  of  iheiT 
schools. 

2d.  To  inspire  them  with  more  elevated  and  more  perfect  notions 
of  the  magnitude  of  the  teachers'  profession. 

3d.  To  develop  or  crecUe  a  thirst  for  more  culture  and  refinement 
with  respect  to  Literature,  Science,  Society,  and  the  art  of  teaching. 
Incidental  to  these  objects  and  aims,  Academic  Instruction  in 
the  Common  School  Branches  may  be  obtained;  also  a  general 
interest  in  the  community  may  be  awakened  with  respect  to  educa- 
tion, and  general  information  difPused  in  regard  to  Educational 
facilities  and  appliances.  But  all  these  are  tncidentaL  The 
lack  of  system,  of  method,  in  imparting  instruction  and  in  managing 
schools,  notwithstanding  the  subject  has  been  extensively  dwelt 
upon  in  many  of  the  numerous  Institutes  held  in  the^tate  during 
the  past  two  or  three  years,  is  still  one  of  the  most  common  causes 
of  inefficiency  or  failure.  Numerous  methods  have  been  suggested 
or  hinted  at,^  as  a  part  of  Institute  Instruction,  but  for  the  mostpctrt 
only  "hinted^  at,"  seldom  developed  into  living  forms,  or  made  suffi- 
ciently definite  and  clear  to  be  of  any  practiced  use  to  the  learner. 
Many  who  undertake  to  present  <<  improved  methods  of  instruction 
or  discipline,"  having  taken  them  at  second  hand  and  without 
application  or  experience,  wholly  ignorant  of  the  minutisB,  exhibit 
merely  a  rude  outline,  a  nondescript,  without  form  or  comeliness, 
and  call  it  method.  Handreds  of  eamesfi  young  teadieni  are  thus  led 
to  iptroduco  a  failure  into  their  first  school,  to  darken  their  Aiture 


Orgtimsmg  Tkacheri  Biatitutea.  301 

prospeota,  in  the  shape  of  an  abnormal  new  method  of  instruction  or 
discipline  obtained  at  the  late  Institute.  The  masses  of  the  teachers 
attending  a  County  Institute  look  upon  the  Instructor  as  though  he 
were  nearly  infallible.  Hence  the  more  need  of  caution  and  defin- 
iteness.  This  error  in  our  Institute  instruction  arises  principally 
from  two  causes :  want  of  experience  and  a  desire  and  consequent 
effort  to  accomplish  the  work  of  many  institutes  in  one  —  a  failure  to 
do  one  thing  at  a  time.  The  inexperience  of  Institute  holders  coupled 
with  the  innate  novelty  of  the  members  of  the  Institute,  causes  them 
to  undertake  too  much.  The  consequence  is  every  thing  b  learned 
in  general  and  nothing  in  particular,  Definiteness  of  instruction,  as 
in  the  school  or  college,  is  the  first  thing  to  be  considered  by  way 
of  reform  in  our  Institutes.  A  Method  of  Instruction  or  a  Mode  of 
Discipline  worthy  of  introducing  before  an  Institute  of  teachers, 
ought  to  be  something  more  than  a  myth,  it  ought  to  be  worthy  of 
considering  in  detail,  and  should  be  so  presented.  The  minuti» 
should  be  pointed  out  and  as  far  as  pdssible  illustrated  by  example, 
until  so  thoroughly  woven  into  the  understanding  as  to  become  a  part 
and  parcel  of  every  individual's  own  method  molded  anew  in  the 
pattern  of  their  respective  individualities.  The  tendency  of  teachers 
aa  a  class  is  to  be  easily  satisfied  with  the  presentation  of  new 
things  and  to  turn  quickly  from  one  subject  to  another,  hence  readily 
thrown  under  the  influence  of  pedantry.  As  a  general  rule  they 
ask  few  questions  and  answer  less.  Normal  Instruction  should 
therefore  take  a  much  narrower  range,  and  correspondingly  be  made 
more  definite.  It  should  not  be  merefy  theoretical  (the  range  of 
theory  and  practice  in  school-keeping  are  by  no  means  parallel)  but 
such  methods  of  Instruction  and  modes  of  discipline  onfy  should 
be  given,  as  have  been  thoroughly  tested  and  illuminated  by  the 
light  of  the  steady  lamp  of  experience. 

The  second  object,  to  inspirit  teachers  with  a  more  perfect  notion 
of  the  magnitude  of  their  profession,  should  not  be  hastily  passed  by. 
In  this  direction  there  is  need  of  reform.  A  great  many  teachers 
actually  put  forth  but  little  effort  to  make  a  success  of  their  calling. 
They  seem  to  have  an  intuition  that  it  is  nothing  to  teach ;  act 
aooordingly,  and  fiiil  on  account  of  it.  In  a  few  instances  I  have 
said  to  teachers,  who  were  about  to  be  relieved  for  incompetency. 


302  Orffmnmng  Ibac^s'  InstiffiskB. 

by  way  of  caution,  yoa  seem  to  haye  forgotten  tiiat  i^$  Bcmeikmg 
to  teach,  when  the  effect  was  electric.  They  seemed  to  spring 
into  new  life  at  once,  and  since  then  their  schools  have  taken  rank 
among  the  best.  Most  teachers  it  is  true  seem  to  possess  a  yagne 
notion  of  the  importance  of  the  business  of  *'  training  immortal  souls/' 
of  '*  operating  upon  imperishable  material/'  ftc,  as  this  is  the  lan- 
guage usually  employed  by  ministers  et  al  in  referring  to  the  teacher's 
yocation,  but  thcU's  not  it.  The  magnitude  of  which  I  desire  to  speak 
consists  in  the  power  to  Jructify — to  make  fruits, —  to  render  prd- 
ductiye, —  as  God  causeth  the  earth  to  fructify.  The  power  to 
moye  against  resistance,  and  to  energize  enery  where  and  at  all  times, 
that  which  competely  makes  the  teacher  master  of  his  situation. 

The  third  object  of  an  Institute  proper,  to  create  a  thirst  ibr  more 
culture  and  refinement  as  it  respects  Literature,  Science,  Society  and 
the  art  of  teaching,  needs  careful  attention.  The  backwardness  of 
teachers  in  this  respect  is  truly  astonishing  when  we  yiew  them  as 
teachers,  so  few  can  read  well  enough  to  be  imitated  with  safety,  or 
exhibit  taste  in  the  choice  of  language  with  which  to  oonyerse  with 
their  own  pupils.  Careless  penmansk^,  bad  spelling,  indifforent 
compositions,  may  be  noticed  eyery  where,  in  the  notes  sent  to 
parents,  reports  made  to  Trustees,  and  eyen  on  the  black-boarda 
in  their  own  school-rooms.  This  culture  so  much  needed  can  not  be 
obtained  to  any  great  extent  in  a  County  Institute,  but  such  presen- 
tations, such  eicamples  of  culture,  should  form  an  important  part  of 
the  Institute  work,  as  will  tend  to  create  a  thirst  for  it.  Teachers 
of  no  cfdiure  gain  influence  rather  than  instruction  at  the  Institute. 

With  these  objects  in  yiew,  we  will  proceed  to  the  organisation 
of  an  Institute.  As  a  preliminary  measure  it  is  necessary  to  arrange 
for  a  Board  of  Instruction.  The  Examiner  is  supposed  to  know 
something  of  the  pressifig  wants  of  his  teachers  before  orgamnng 
the  Institute,  which  will  enable  him  to  arrange  a  catalogue  of  suit- 
able topics  or  branches  of  study  to  which  he  can  adapt  his  Instruc- 
tors by  selection*  With  a  prospectiye  attendance  of  Mtj  teaoherSy 
two  permanent  Instruoton  are  sufficient,  one  if  help  at  home  oan  be 
had.  These,  by  all  means,  should  be  permanent,  and  selected  with 
reference  to  their  adaptation  to  each  other;  one  of  whom  ought  to  be 
(must  be)  skilled  in  School  Tactics,  or  Theory  smA  Praotice.  It  is 
well  to  arrange  for  two  or  three  good  eyening  lectures.    This  done, 


Orgamzmg  Tkachera'  MstUutea.  303 

let  the  Examiner  arrange  a  programme  on  paper  for  his  first  day's 

work  before  hand.    It  might  ran  thus  : 

From  9  to  10  A.  M.,  Preliminaiy  Organization, 

«     10  to  10.45,  An  Exerobe  in  Reading,  by  Prof.  A. 

<^    10.45  to  11.15,  Recess  for  the  purpose  of  getting  acquainted. 

'*    11.15  to  12,  Theory  and    PraoUoe  or  School  Tactics,  by 
Prof.  B. 

<'     12  to  1.30  or  2,  Adjournment. 

"      2  to  2.30,  Arithmetic,  by  Prof.  A. 

«      2.80  to  3.15,  Penmanship,  by  Prof.  8. 

<'      3.15  to  3.30,  Rest,  &c. 

"      8.30  to  4,  Geography  and  History. 

"      4  to  4.30,  Physiology. 

'<      4.30  to  5,  Amusement  or  Discussion. 

Something  of  this  kind  will  answer  to  put  the  Institute  in  motion, 
and  while  moving  the  first  day  a  suitable  programme  for  the  second 
day  will  readily  suggest  itself. 

By  preliminary  organization  is  meant,  fint,  a  short,  pointed 
address  by  the  examiner,  setting  forth  the  objects  of  the  Institute, 
manner  of  conducting,  &c.  Second,  Enrolling  the  names  of  mem- 
bers, always  alphabetically.  Third,  Electing  officers,  viz..  President 
ttnd  Secretary.     Fawth,  Announcing  programme. 

In  counties  where  city  teachers  and  country  teachers  come  to- 
gether for  the  first  time,  as  is  often  the  case,  the  harmony  of  the 
Institute  will  require  that  some  effort  be  put  forth  the  first  day  to 
make  them  acquainted  with  each  other.  In  this,  the  examiner  is 
the  proper  one  to  lead  off.  The  object  of  thus  preparing  for  the 
first  day,  is  clear.  No  time  will  be  lost  with  preliminaries.  Half 
a  day  lost  in  getting  ready  for  work  is  one-tenth  of  the  whole  time 
of  an  Institute  gon^  besides  it  is  important  the  first  session  to 
arrest  the  attention,  and  to  impress  fayorably  as  far  as  possible. 
Institute  work,  well  begun,  may  truly  be  considered  half  done. 
Once  set  &irly  in  motion,  an  Institute  runs  so  easily  that  the  man- 
ager finds  ample  time  to  foresee  and  remove  firietion  after  the  first 
day. 

There  should  be  one  Superintendent  or  manager,  and  only  one. 
He  may  consult  with  both  the  instructors  and  instructed,  relative 
to  any  alterationa  or  change  of  programme,  but  at  the  same  time 


804  Organismg  Tecickera*  Instituies. 

he  should  hold  a  firm  and  poeitive  control  of  tihe  entire  Institnte 
with  regard  to  decorum,  order,  promptness,  punctuality,  dispatch, 
submission,  diligence,  &c.  To  secure  regular  and  prompt  attendance, 
call  the  roll  in  some  form  at  the  opening  of  each  session.  To  effect 
a  change  of  exercises  promptly  (which  is  of  the  first  importance  in 
an  Institute),  strike  a  warning  gong,  two  or  three  minutes  before 
the  time,  and  at  the  second  stroke  let  the  class  rise  to  their  feet 
Cut  off  all  exercises  at  the  appointed  time.  This  will  secure  dispatch 
in  business.  While  the  work  of  the  Institute  is  regularly  progress- 
ing, the  Superintendent,  if  a  practical  teacher,  can  accomplish  great 
good  by  devoting  a  part  of  his  time  to  a  kind  of  individual  inspection, 
by  which  means  he  will  become  acquainted  with  personal  defects  or 
individual  excellencies;  he  may  measure,  to  some  extent,  the 
length,  breadth,  and  hight  of  the  professional  dimensions  of  every 
member  of  the  Institute, —  a  kind  of  data  very  necessary  for  one 
aiming  to  arrange  instruction  suited  to  their  best  improvement^  and 
at  the  same  time,  by  exhibiting  this  personal  regard  for  the  success 
of  every  individual  member  of  the  Institute,  the  Superintendent 
will  gain  the  confidence  of  ally  hence  the  power  to  control. 

INSTRUCTION. 

As  we  have  already  indicated,  Institute  instruction  should,  in  the 
main,  be  normal,  yet  a  great  many^nnctjp^  maybe  developed, 
truths  unfolded,  facts  made  known  and  ideas  obtained,  relating  to 
academical  education ;  but  this  should  not  be  the  aim.  Each  lesson 
should  be  given  with  special  reference  to  the  best  method  of  inool- 
cating  the  subject  matter  upon  children  of  different  dispositions 
and  capacities,  and  various  intellectual  habits.  The  art  of  teaching, 
or  the  principles  on  whicl\  it  is  based,  should  be  clearly  developed 
and  theoretically,  if  possible,  illustrated,  at  avery  step  in  the  Insti- 
tute course.  The  adaptation  of  different  methods  to  children  of 
different  dispositions  and  intellectual  habits  should  receive  the  most 
careful  attention.  There  is  a  great  variety  of  methods  for  inculca- 
ting the  same  truth,  and  the  diversities  of  mind  are  quite  as  numer- 
ous as  the  varieties  of  method.  One  mind  can  be  best  approached 
by  one  method,  and  another  mind  by  another  method;  and  in  re- 
spect to  the  teacher,  one  of  the  richest  treasures  of  hb  profession  is 
a  knowledge  of  the  adaptation  of  the  different  methods  to  different 


Xyrgcmissmg  Toachers^  MsHtutea.  305 

minds.  If  the  teacher  never  studteM  his  profession  in  this  light,  he 
learns  this  part  of  his  duties  only  by  the  slow  and  wasteinl  process 
of  experimenting  on  mind,  and  thus  in  all  probability,  ruins  many 
before  he  learns  how  to  deal  with  them.  The  theory,  at  least,  of 
adaptation  should  receive  attention. 

WORK  THE  COUNTY  TEACHERS. 

Working  the  leading  teachers  of  the  county,  by  way  of  topical 
discussions,  when  judiciously  managed,  has  many  beneficial  influ- 
ences. Ist.  It  teaches  them  to  think  and  to  act  independently  in 
the  investigation  of  matters  pertaining  to  their  profession, —  to 
develop  and  to  use  what  force  there  is  within  them.  It  gives  them 
self-reliance  and  self-confidence.  2d.  It  adds  variety  and  interest 
to  each  day's  proceedings.  3d.  If  the  i;eachers  themselves  are 
allowed  to  suggest  the  topics  of  discussion  from  day  to  day,  the  ten- 
dency will  be  to  elicit  thought  upon  the  very  subjects  which  are 
of  the  most  importance  to  them,  and  in  this  way  they  may  avail 
themselves  of  so  much  knowledge  vnid  experience  which  would  not  be 
gained  under  other  circumstances.  By  these  discussions  thought 
is  awakened,  investigation  provoked,  and  the  natural  tendency  to 
enter  the  chrysalis  averted.  Another  method  of  working  teachers  to 
advantage  is  to  assign  topics  to  several  each  day,  calling  for  a  written 
report  of  five  or  ten  minutes'  length.  As  an  example  of  power 
awakened,  (unknown  even  to  its  possessor),  I  read  the  following 
Report  (obtained  in  this  way)  upon  the  question  "  What  can  be 
done  in  school  to  strengthen  the  moral  character  of  children  ?  " 
Miss  L.  read  thus  before  the  Institute : 

<<  The  basis  of  moral  character  is  to  ^eak  the  truth,  to  act  the 
truth,  and  to  live  the  truth.  This  can  not  be  taught  by  precept ;  it 
must  be  communicated  by  example.  There  is  that  in  the  heart  of 
childhood  which  responds  to  the  same  quality  in  another.  Every- 
thing noble  and  generous,  as  well  as  everything  base  and  selfish  in 
a  teacher,  may  awaken  an  echo  in  the  hearts  of  his  pupils.  To 
make  a  child  truthful,  we  must  be  truthful,  not  because  it  is  the 
best  policy,  but  because  it  is  right.  Moral  education  consists  in 
leading  one  to  act  from  conscientious  motives,  and  not  from  policy. 
Let  a  conscientious  teacher  (and  there  should  be  no  others),  daily 
and  earnestly  address  the  conscience  of  a  scholar,  and  he  soon  awak- 


306  Orgcmiemg  Ibcu^ars'  Instthdee: 

ens  it  to  aotioii,  and  it  beoomes  stronger  and  stronger  Uie  more  it 
is  exercised.  Let  that  ground  be  taken  and  maintained, —  the  habit 
of  acting  from  a  sense  of  right  will  be  formed  and  strengthened 
nntil  it  beoomes  a  fixed  habit, — a  hahit  of  U/e.  To  offer  a  reward 
is  to  address  a  selfish  principle,  and  an  imperfect  motive  is  oohi- 
vated.  The  love  of  tmth  exists  to  some  extent  in  every  child's 
character,  bat,  like  every  other  faculty  it  most  be  educated  and 
strengthened  by  exercise.  One  reason  why  the  moral  standard  is 
so  low,  is  that  w^are  ignorant  of  home  influences, — know  little  of 
the  teihptations  to  which  children  are  exposed,  and  in  all  our  delib- 
erations we  seldom  plan  a  campaign  so  as  to  shield  them  against 
temptation.  It  does  little  good  to  punish  one  boy  for  truancy  or 
profanity,  when  we  know  it  to  be  a  prevailing  evU,  Better  tax  our 
ingenuity  to  devise  some  means  to  prevent  or  remove  the  tempta- 
tion, and  watch  its  workings  with  as  much  interest  as  we  woiild  a 
game  of  checkers."  &c.,  &c.  This  extract  is  given  as  a  sample  of 
ability  to  write  upon  practical  school  questions,  found  where  least 
expected.  I  have  found  it  a  good  plan  to  call  out  teachers  in  thb 
way. 

HOW  TO  BRING  OUT  THE  TEACHERS. 

A  simple  announcement  in  the  county  paper,  that  an  Institute 
will  bo  held  at  such  a  place,  and  at  such  a  time,  will  seldom  secure 
a  large  attendance.  Personal  application  must  be  made  to  country 
teachers,  in  order  to  arrest  their  attention.  They  wait  to  be  arretted. 
This  can  easily  be  done  by  sending  a  printed  letter  or  circular  to 
each  teacher,  through  the  Trustee  and  Directors,  signed  by  the 
Examiner.  It  seems  thus  to  come  backed  by  authority,  and  answers 
the  purpose  of  a  mbpcema  served  by  a  Sheriff. 

THE  TIME  or  HOLDING  INSTITUTES. 

r  can  not  leave  this  subject  without  alluding  to  the  vexed  ques- 
lion  of  the  time  for  holding  a  Oounty  Institute  under  the  law. 
The  law  provides  that  schools  shall  be  closed  during  Institute  week ; 
from  which  we  infer  they  are  to  be  held  during  term  time,  or  while 
schools  are  in  session.  In  some  respects  this  provision  is  unfortn- 
nate,  for  legally  teachers  are  not  entitled  to  pay  during  the  suspen- 
sion, while  there  is  seeming  injustice  in  dismissing  schools  and  sub- 
jecting individuals  to  actual  expense  of  both  time  and  money,  with- 


John  White  BuOdeff.  307 

(rat  Temnneration.  It  tends  to  prodnoe  friction  in  both  eity  and 
country  districts,  in  the  administration  of  the  School  Law.  The 
better  plan,  I  think,  would  be  to  hold  Institutes  out  of  term  time, 
and,  if  possible  just  before  the  commencement  of  a  new  term.  The 
idea  that  County  Institutes  must  be  held  at  different  times  to  ac- 
commodate itinerant  Institute  holders,  is  not  only  theoretically  wrong, 
but  impracticable.  As  well  might  the  District  Schools  of  a  town- 
ship be  taught  at  different  seasons,  to  accommodate  an  itinerant 
schoolmaster.  On  the  contrary,  the  schools  of  a  township  or  county 
should  commence  as  nearly  as  possible  on  the  same  day.  So  I 
would  set  apart  the  months  of  August  and  September  as  the  time 
for  holding  County  Institutes.  I  deem  it  important  for  this  Con- 
vention to  indicate,  by  resolution  or  otherwise,  the  proper  time  for 
holding  Institutes.  Also,  whether  teachers  should  or  should  not 
expect  their  wages  to  continue  during  Institute  week. — Ind,  Sch, 
Jour. 


John  White  Bulkley,  A.  M., 

SUPEBINTENDSNT   OF   SCHOOLS,    BKOOKLTN,   K.    T. 


The  subject  of  this  sketch  was  bom  in  Fairfield,  Conn.  The 
earlier  years  of  his  school  life  were  spent  in  a  New  England  public 
school,  where  his  devotion  to  study  gave  promise  of  high  culture 
and  usefulness.  Compelled  at  an  early  age,  however  to  depend 
upon  himself,  he  engaged  for  some  time  in  mechanical  pursuits, 
which  he  soon  abandoned  for  the  more  congenial  labor  of  a  student's 
life.  He  prosecuted  his  studies  with  a  view  to  the  Christian  min- 
istry, for  which  calling  his  inclination  and  habit  of  mind  seemed 
alike  to  give  unusual  fitness.  Ill  health  soon  compelled  him  to 
abandon  his  chosen  purpose,  and  he  entered  soon  after,  at  the  age 
of  about  twenty  years,  upon  what  proved  to  be  his  life  work,  the 
calling  of  a  Teacher.  A  sea  voyage  taken  shortly  after  the  com- 
mencement of  his  educational  career  so  restored  his  vigor,  that  his 
work  has  since  been  almost  uninterrupted.  He  had  found  his  place, 
and  the  high  honor  he  has  attained  as  an  educator,  is  but  the  legiti- 
mate fruit  of  the  devotion  of  an  earnest,  active  nature,  with  con- 

[VoL.  XV,  No.  10.]  21 


308  John  White  BulJOey. 

scientious  and  antiriDg  energy  to  a  vocation  that  engrossed  hia 
every  thought. 

In  his  native  State,  he  first  gave  promise  of  becoming  a  leader  in 
the  crnsade,  which  in  the  last  third  of  a  century,  has  created  edu- 
cational systems  and  appliances  looking  towards  universal  education, 
in  accordance  with  the  laws  of  mind,  and  the  needs  of  a  free  people. 
To  accept  the  fruits  of  this  growth  and  apply  them  is  now  com- 
paratively easy,  to  have  had  part  in  the  great  Educational  Reform, 
when  no  immediate  honor  or  emolument  waited  upon  conscious 
success,  and  when  the  way  was  little  trod,  often  dubious  and  dark, 
fighting  against  ignorance  and  opposition  as  well,  misunderstood  by 
friends  and  traduced  by  foes,  required  no  ordinary  energy,  and  no 
easy  virtue.  Old  traditions  and  failures  were  behind,  and  to  the 
chosen  few  alone  was  there  a  ray  of  promise  ahead. 

During  the  years  of  his  initiate,  Mr.  Bulk  ley  devoted  his  leisure 
from  the  active  duties  of  the  school  room,  to  a  careful  examination 
of  the  various  school  polities  and  philosophies  of  education,  and 
made  himself  familiar  with  those  most  approved.  He  was  in  cor- 
respondence with  the  most  eminent  educators  of  the  time,  and  his 
association  with  the  foremost  minds  of  the  age,  in  his  profession 
helped  a  mind  naturally  independent  and  creative  to  such  self 
culture  and  achieved  for  him  such  eminent  success  as  to  place  him 
in  the  front  rank  of  the  profession  of  his  choice. 

After  eight  years  of  labor  in  Fairfield,  he  removed  to  Troy,  N. 
Y.,  and  opened  a  private  seminary,  which  he  managed  with  eminent 
success,  until  he  was  appointed  Principal  of  a  new  Grammar  School 
in  the  city  of  Albany.  During  his  service  of  about  nineteen  years 
in  these  two  cities,  he  was  one  of  the  leading  spirits  in  those  early 
efforts,  which  after  repeated  failures,  contending  with  apathy  and 
ignorance,  resulted  at  length  in  the  organization  of  the  N.  Y.  State 
Teachers'  Association. 

As  early  as  1836,  we  find  him  prominently  identified  with  a 
Teachers'  Convention  '^  called  for  the  purpose  of  increasing  the  pay 
and  influence  of  those  engaged  in  this  arduous  and  honorable  pro- 
fession.'' This  convention  met  in  Albany,  Sep.  20  and  21,  1836. 
About  this  time,  so  earnest  was  the  purpose  of  giving  a  new  im- 
pulse to  public  education,  that  in  company  with  several  other  gen- 
tlemen, he  employed  an  agent  to  lecture  in  different  parts  of  the 


John  White  Bulkier/.  309 

State,  the  services  and  expenses  being  defrayed  from  their  private 
resources.  An  adjourned  meeting  of  the  convention  was  held  in 
Utica,  May  11,  1837.  At  this  meeting  Mr.  Bulkley  delivered  a 
stirring  address  on  tJie  Responsibilities  of  Teachers.  The  meeting 
resulted  in  the  organization  of  "  the  New  York  State  Society  for 
the  Improvement  of  Schools/'  Hon.  Jabez  D.  Hammond  was 
chosen  President,  and  Mr.  Bulkley  was  made  Chairman  of  the 
Executive  Committee.  Acting  on  behalf  of  the  Committee,  he 
subsequently  prepared  a  circular,  urging  the  formation  of  county 
associations  throughout  the  State.  The  association  failed  to  hold 
another  meeting,  probably  in  consequence  of  the  commercial  dis- 
tresses of  1837. 

But  the  pioneers  were  not  disheartened.  Through  the  active 
exertions  of  such  men  as  Mr.  Bulkley,  Mr.  Valentine  and  Mr. 
Anthony  and  others,  associations  had  beei^  organized  and  main- 
tained at  Albany  and  Troy,  and  the  next  movement,  in  1845,  for 
the  creation  of  a  State  Association,  originated  in  a  movement  of  the 
Albany  County  Association,  March  29,  1845.  A  committee  to  call 
such  convention  was  on  motion  of  T.  W.  Valentine,  Esq.,  now  of 
Brooklyn,  unanimously  adopted,  and  Mr.  Bulkley  as  chairman  of 
the  committee  issued  a  circular  on  the  14th  of  April,  "  setting  forth 
in  a  masterly  manner  the  necessity  of  a  State  organization,  and  the 
advantages  to  accrue  therefrom."  The  convention  met  July  30 
and  31,  1845,  and  Mr.  Bulkley  was  chosen  President.  After  a 
most  interesting  and  spirited  session,  a  constitution  was  adopted, 
and  the  convention  was  formed  into  "  The  Teachers'  Association 
of  the  State  of  New  York."  He  has  since  that  time,  attended 
most,  if  not  all  the  meetings,  and  devoted  time,  pen  and  money  to 
the  advancement  of  its  interests.  He  was  subsequently  elected 
President  of  the  association  and  prepared  an  elaborate  history  of  its 
transactions.  He  has  been  a  member  of  the  Board  of  Editors  of 
the  New  York  Teacher  since  its  establishment  in  1852,  and  has 
contributed  largely  to  its  usefulness. 

In  1850,  Mr.  Bulkley  received  the  appointment  of  Principal  of 
one  of  the  largest  of  the  Williamsburgh  public  schools,  now  known 
as  No.  19,  Brooklyn  E.  D.,  and  brought  to  the  administration  of 
its  affairs,  enlightened  views,  and  a  sound  policy.  Upon  leav- 
ing Albany,  a  public  dinner  was   given  in  his  honor,  at  which 


310  Words. 

the  Mayor  of  the  city  presided.  At  the  time  of  hb  removal  to 
Brooklyn  he  had  been  elected  Prinoipal  of  one  of  the  most  flourish- 
ing academies  in  the  State,  but  declined  the  appointment.  He 
entered  heartily  into  schemes  for  reform  in  his  new  relation,  and 
was  made  prinoipal  of  the  Saturday  Normal  School,  which  he  had 
been  the  chief  instrument  in  organizing. 

In  the  consolidation  of  Brooklyn,  Williamsburgh  and  Bush- 
wick,  it  is  no  marvel  that  the  fruits  of  five  years  labor  pointed  to 
him  as  the  first  Superintendent.  The  estimation  in  which  he  is 
held  is  best  attested  by  the  fact,  that  he  is  now  in  the  midst  of  his 
twelfth  year  of  service,  as  Superintendent  of  a  system  of  schools 
whose  excellence  is  so  largely  the  result  of  his  labors. 

To  those  who  know  him  it  need  hardly  be  said,  that  in  every 
national  movement  for  the  encouragement  of  sound  learning  and 
universal  education  he  has  borne  a  conspicuous  part, —  a  member 
and  officer  for  many  years  of  the  American  Institute  of  Instruction, 
one  of  the  founders  of  the  National  Teachers'  Association,  and  its 
president  in  1860,  he  is  known  as  an  untiring  zealous  workman. 

Mr.  Bulkley's  success,  and  the  estimation  in  which  he  is  held 
may  be  taken  as  an  index  of  those  personal  traits  of  character, 
which  have  always  commended  him  to  the  friendship  of  the  wise 
and  noble-minded,  and  given  him  influence  as  a  counsellor  and 
guide.  ^ 


WordB. 

BT  J.  G.  HOLLAND. 

The  robin  repeats  hig  two  beautifal  words, 
The  meadow-lark  whistles  his  one  refrain ; 
And  steadily,  over  and  over  again, 

The  same  song  swells  'from  a  handred  birds. 

Bobolink,  chickadee,  black  bird  and  jaj, 
Thrasher  and  woodpecker,  cuckoo  and  wren, 
Each  sings  its  word,  or  its  phrase,  and  then 

It  has  nothing  farther  to  sing  or  say. 

Into  that  word,  or  that  sweet  little  phrase, 
All  there  maj  be  of  its  life  must  crowd  ; 
And  low  and  liquid,  or  hoarse  and  loud. 

It  breathes  its  burthen  of  joj  and  praise. 


The  Ehme  and  Oe  Budson.  311 

A  UtUe  ohUd  sits  in  his  father's  door,  ^ 

Chatting  and  singing  with  careless  tongue ; 

A  thousand  musical  words  are  sung. 
And  he  holds  unuttered  k  thousand  more. 

Words  measure  power ;  and  they  measure  thine ; 

Greater  art  thou  in  thy  childish  years 

Than  all  the  birds  of  a  hundred  spheres ; 
They  are  brutes  only,  but  thou  art  diyine. 

Words  measure  destiny.    Power  to  declare 

Infinite  ranges  of  passion  and  thought 

Holds  with  the  infinite  only  its  lot, — 
Is  of  eternity  only  the  heir. 

Words  measure  life,  and  they  measure  its  joy  ; 
Thou  hast  more  joy  in  thy  childish  years 
Than  the  birds  of  a  hundred  tuneful  spheres, 

80  —  sing  with  the  beautiful  birds,  my  boy ! 


The  Bhine  and  the  Hudson. 


Whatever  is  old  and  bears  marks  of  the  past  has  a  charm  about 
it  entirely  wanting  in  anythiog  fresh  and  new.  This  is  the  chief 
advantage  that  the  scenery  of  Europe  has  over  that  of  our  own  land. 
The  crumbling  ruins  of  antiquity,  with  their  various  associations 
added  to  the  natural  beauties  of  rock  and  river,  ghe  the  latter  a 
double  interest  in  the  eyes  of  the  present  generation. 

Herein  lies  the  only  advantage  that  the  river  Rhine  has  over  our 
own  Hudson.  We  are  apt  to  claim,  with  pardonable  pride,  that  the 
Hudson,  with  its  Palisades,  its  Highlands,  and  its  glorious  views  of 
the  many-hued  Catskills  3  its  banks  rock-ribbed  and  forest-crowned ; 
its  mighty  waters,  broad  and  deep  and  clear,  is  the  most  beautiful 
river  in  the  world.  But  the  scenery  of  the  Rhine,  though  not 
superior  in  natural  beauty,  makes  much  the  pleasantest  impression 
on  the  mind  of  the  tourist.  This  is  because  the  past,  with  its 
memories,  its  mysteries  and  its  legends,  has  left  its  relics  here,  and 
enshrined  itself  in  every  mile  of  the  banks  that  line  the  noble  river, 
because  history  and  tradition  mingle  thdir  peculiar  charms  with  those 
of  nature. 


312  The  Rhine  and  tike  Hudaon. 

Perhaps  the  first  mention  made  of  the  Rhine  is  that  which  we 
puzzled  over  in  our  dog's-eared  copies  of  Caesar :  "  Rhenus  oritur, 
antque  longo  spatio  per  fines,"  et  cetera.  Here  was  the  scene  of 
many  of  the  Roman  conquests  and  defeats;  the  chivalrous  deeds  of 
the  feudal  ages  were  enacted  on  these  hanks,  and  in  modern  times 
its  waters  have  flowed  hetween  hostile  armies,  and  run  red  with  the 
hlood  of  Europe's  host  and  nohlest. 

The  ruins  that  now  crown  the  banks  of  this  classic  river  and  the 
legends  that  are  told  respecting  them  and  their  occupants,  are  relics 
of  the  warlike  days  of  the  twelfth  and  thirteenth  centuries,  when 
every  lord  in  Germany  had  his  castles,  his  vassals,  and  his  petty 
strifes.  They  fortified  themselves  on  every  rocky  headland  and  pre- 
cipitous clifi',  in  frowning  castles,  whose  impregnable  turrets,  over- 
hanging the  waters  of  the  river,  hurled  to  the  world  the  defiance  of 
their  defenders.  The  traveler  of  to-day,  landing  here,  ascends  the 
rock  and  lingers  for  hours  among  ivy-clad  walls  and  mossy  pillars, 
unable  to  tear  himself  away  from  scenes  so  pregnant  with  reminders 
of  the  past. 

On  one  of  the  highest  clifiis,  stands  "  like  a  monk,"  the  castle  of 
Drachenfels,  in  his  "hood  of  mist."  Below  is  Wolkenburg  —  the 
Castle  of  the  Clouds ;  and  still  farther  down  the  ruin  of  Stolzenfels 
"  looks  at  one  with  its  hollow  eyes,  and  seems  to  beckon  with  its 
gigantic  finger."  On  turning  almost  every  point  can  be  seen  on 
the  sun-lit  headland  beyond,  one  of  these  ruins,  perched  phantom- 
like on  a  barren  rock,  or  nestled  on  the  slope  of  a  vine-clad  hill. 

The  poets  of  all  ages  have  found  ample  inspiration  in,  the  roman- 
tic scenery  of  the  Rhine.  Byron  thus  describes  it  in  "  Childe 
Harold": 

**  Its  breast  of  waters  broadly  swells 

Between  the  banks  which  bear  the  vine, 

And  hills  all  rich  with  blossom'd  trees, 

And  fields  which  promise  com  and  wine, 

And  scattered  cities  crowning  these, 

Whose  far-white  walls  along  them  shine. 

And  peasant  girls  with  deep  blue  eyes. 

And  hands  which  offer  early  flowers. 

Walk  smiling  o*er  this  paradise ; 

Above  the  frequent  feudal  towers. 


The  Rhine  and  the  Hudson.  818 

Though  green  leaves  lifl  their  walls  of  grey, 
And  many  a  rock  which  steeply  lowers, 
And  noble  arch  in  proud  decay. 
Look  o'er  this  vale  of  yintage  bowers ; 
The  riyer  nobly  foams  and  flows, 
The  charm  of  this  enchanted  ground, 
And  all  its  thousand  turns  disclose. 
Some  fresher  beauty  yarying  round." 

Longfellow  carries  his  hero  in  ^'  Hyperion "  down  its  banks, 
and  stops  with  him  to  give  his  readers  some  idea  of  the  ^'  rocks  and 
ruins,  the  echos  and  legends,  and  the  castles  grim  and  hoar,  that 
have  taken  root  as  it  were,  on  its  o'er-hanging  cliflfe."  What  says 
he :  "  The  pride  of  the  German  heart  is  this  noble  riyer.  And 
right  it  is ;  for,  of  all  the  rivers  on  this  beantiM  earth,  there  is 
none  so  beautiful  as  this.  There  is  hardly  a  league  of  its  whole 
course,  from  its  cradle  in  the  snowy  Alps  to  its  grave  in  the  sands 
of  Holland  that  boasts  not  its  peculiar  charms.  To  describe  it  well, 
one  should  write  like  a  god,  and  his  language  flow  onward  royally, 
with  breaks  and  dashes,  like  the  waters  of  that  noble  river,  as  it 
reels  onward  through  vineyards  in  a  triumphant  march,  like  Bacchus, 
crowned  and  drunken." 

Such  is  the  river  consecrated  through  so  many  ages,  alike  by 
nature  and  art  —  poetry  and  eventful  history,  which  the  Germans 
love  and  reverence  almost  as  did  the  ancient  Romans  the  Tiber. 

The  Hudson,  however,  is  not  without  a  few  of  the  associations 
that  are  the  most  attractive  features  of  the  Rhine.  The  voyagers 
on  its  waters  cannot  but  recollect  its  brave  discoverer  and  his  tragic 
end.  On  its  banks  Major  Andre  was  captured,  and  suffered  his  sad 
but  merited  fate.  Here  stands  the  old  fort  of  the  Revolution, 
with  scarcely  one  stone  left  upon  another,  and  right  beneath  it  is 
West  Point,  where  were  educated  the  men  who  have  won  such 
never-fading  laurels  in  our  war  for  the  union.  Already  a  historic 
interest  attaches  itself  to  vine-clad  Sunnyside,  and  long  years  hence 
the  tourist  will  pause  to  catch  a  glimpse  of  the  spot  that  was  so  dear 
to  America's  most  gifted  author.  Irving  has  done  much  also,  to 
perpetuate  many  of  the  legends  of  the  early  settlers  on  the  banks  of 
the  Hudson.  Who  can  ever  forget  the  story  of  "  Rip  Van  Winkle" 
or  the  ^'  Legend  of  Sleepy  Hollow,"  or  does  not  gaze  with  a  strange 


314  BcMonai  iiatrucHon. 

interest  at  the  shores  on  which  these  quaint  adventnres  are  fabled 
to  have  occurred. 

And  80,  as  each  new  year  prints  on  these  romantic  shores  such 
traces  of  the  past,  the  Hudson  will  seem  more  lovely,  and  grow 
more  dear  to  every  American,  until  our  admiration  for  it  shall  rival 
even  that  of  the  Germans  for  their  Rhine.  s.  n.  d.  n. 

Hamilton  College,  May  17,  1866. 


Hational  Instruction. 


We  go  to  school  and  learn  that  words  are  spelled  and  pronounced 
peculiarly,  and  that  these  peculiarities  are  entirely  arbitrary.  And 
when  beginning,  we  learn  no  other  reason  for  pronouncing  the  same 
vowel  or  consonant  differently  in  different  words,  than  our  teacher's 
say  so.  And  as  our  first  school  days  are  spent  entirely  at  memo- 
rizing these  arbitrary  sounds,  or  changes  of  names  for  the  same 
letter,  it  becomes  a  habit  with  us  by  the  time  we  are  able  to  study 
any  thing  ourselves,  to  take  all  things  second  hand,  and  our  know- 
ledge of  grammar,  arithmetic,  etc.,  consists  chiefly  of  memorised 
definitions,  which  we  forget  soon  after  leaving  school. 

Nor  does  this  taking  things  second  hand  cease  with  our  going  to 
school,  but  we  go  in  leading  strings  all  our  days,  and  are  never 
able  to  give  a  reason  for  the  faith  that  is  in  us. 

K  the  tyro  on  going  to  school  could  be  interested  by  the  teacher 
evety  moment  he  is  in  the  school  room,  and  be  taught  a  philosophi- 
cal reason  for  each  conclusion }  as  for  instance,  that  go  is  go,  and 
though  is  though,  and  thou  is  thou,  &c.,  for  the  same  reason  that 
the  iron  box  on  which  the  cook  fries  the  meat,  is  stove;  i.  e.,  that 
words  have  names  as  much  as  objects,  and  each  word  is  called  by 
its  particular  name,  because  that  is  its  name,  and  not  because  it  is 
spelled  in  this  particular  manner;  — I  say  if  he  could  be  exercised 
in  such  manner  as  to  keep  the  spirit  of  inquiry  alive  in  his  breast, 
until  he  is  sufficiently  advanced  to  interest  himself  in  the  study  of 
his  lessons,  he  would  continue,  not  only  the  balance  of  his  school 
days,  but  through  life,  more  of  a  thinking  man  than  if  he  had 
spent  the  first  part  of  his  school  days  learning  not  to  think, 

I  submit  this  to  the  consideration  of  teachers,  believing  there  is 
a  better  method  of  teaching  beginners  tiian  is  now  practiced,  hoping 
a  spirit  of  inquiry  may  lead  to  improved  methods  of  inducting 
children  into  study.  *     t.  h. 


Oldest  OUy  m  ihe  World.  315 


Oldest  City  in  the  World. 

Pamascus  is  the  oldest  city  in  the  world.  Tyre  and  Sidon  have 
crumbled  on  the  shore ;  Baalbec  is  a  ruin ;  Palmyra  lies  buried  in 
the  sands  of  the  desert  3  Nineveh  and  Babylon  have  disappeared 
from  the  shores  of  the  Tigris  and  Euphrates.  Damascus  remains 
what  it  was  before  the  days  of  Abraham — a  centre  of  trade  and 
travel,  an  island  of  verdure  in  the  desert,  a  '*  predestinated  capital," 
with  martial  and  sacred  associations  extending  beyond  thirty  cen- 
turies. 

It  was  near  Damascus  that  Saul  of  Tarsus  saw  the  light  from 
heaven  "  above  the  brightness  of  the  sun ; "  the  street  which  is 
called  Straight,  in  which  it  is  said  "  he  prayeth,"  still  runs  through 
the  eity  -,  tbe  caravan  comes  and  goes  as  it  did  one  thousand  years 
ago;  there  is  still  the  sheik,  the  ass  and  the  water-wheel;  the 
merchants  of  the  Euphrates  and  the  Mediterranean  still  occupy 
these  with  the  "  multitude  of  their  wares."  The  city  which  Ma- 
homet surveyed  from  a  neighboring  height  and  was  afiraid  to  enter, 
because  it  was  given  to  man  to  have  but  one  paradise,  and  for  his 
part  he  was  ''  resolved  not  to  have  it  in  this  world,"  is  to  this  day 
what  Julian  called  the  "  Eye  of  the  East,"  as  it  was  in  the  time  of 
Isaiah  the  "  Head  of  Syria." 

From  Damascus  came  our  damson,  our  blue  plums,  and  the  deli- 
cious apricot  of  Portugal,  called  damasco;  damask,  our  beautiful 
fabric  of  cotton  and  silk,  with  vines  and  flowers  raised  upon  a 
smooth,  bright  ground }  damask  rose  introduced  into  England  in 
the  time  of  Henry  VII ;  the  Damascus  blade,  so  famous  the  world 
over  for  its  keen  edge  and  remarkable  elasticity,  the  secret  of  the 
manufacture  of  which  was  lost  when  Tamerlane  carried  off  the 
artists  into  Persia;  and  that  beautiful  art  of  inlaying  wood  and 
steel  with  silver  and  gold  —  a  kind  of  mosaic  and  sculpture  united, 
called  damaskeeing,  with  which  boxes  and  bureaus  and  swords  and 
guns  are  ornamented. 

It  is  still  a  city  of  flowers  and  bright  waters ;  the  streams  from 
Lebanon,  the  "rivers  of  Damascus,"  the  "rivers  of  goW  still 
murmur  and  sparkle  in  the  wilderness  of  "  Lyria  Gardens." 


Resident  Editor's  Department 


# «»»» » 


NEW  YORK  STATE  TEACHERS'  ASSOCIATION, 

TW1NTT-PIB8T  ANNIYERSABT. 

The  Twenty-Second  Annual  Meeting  of  the  New  York  Statb  Tsachsbs' 
AssooiATiON  will  beheld  at  Genera,  in  Linden  Hall,  conunenoingat  4  o'eloek, 
p.  M .,  on  Tuesdaj,  July  81;  1866.  The  Executiye  Committee  have  arranged 
for  the  following  Order  of  Exercises  : 

Taesday,  July  31,  1866. 

At  4  o'clock  p.  M.,  Organization.  ' 

At  4}  o'clock,  President's  Inaugural  Address. 

At  7}  o'clock,  Report  of  Standing  Committee  on  Condition  of  Edaeaiian. 
Jambs  Cbuikshank,  Jambs  W.  Babkbb,  Chablbs  Hutohiks,  Committee. 

At  8  o'clock.  Address  by  Rev.  Wm.  C.  Wisnbb,  D.D.,  of  Lockport 
Wednesday,  August  1,  1866. 

At  9  o'clock  A.  M.,  Report  of  Committee  on  A  Curriculum  of  Studies  for 
Common  Schools.  John  W.  Abmstboxo,  M.  McYioab,  Chablbs  T.  Poolxb, 
Committee.    Discussion  of  the  Subject. 

At  10  o'clock,  Report  on  Amendments  to  the  Constitution,  proyiding  for 
Auxiliary  Associations.  J.  W.  Dunham,  S.  D.  Babb  and  B.  M.  Rbtnolds, 
Committee. 

At  11  o'clock,  Lecture  by  John  H.  French,  LL.D.,  on  Tht  Physical 
Geography  of  the  State  of  New  York. 

Miscellaneous  Business. 

At  2 J  o'clock.  Paper  by  M.  P.  Cavbbt,  Esq.,  English  Language  and  Lite- 
rature as  an  Educational  Force. 

Discussion  of  the  Subject. 

At  8}  o'clock.  Papers  on  the  Importance  of  the  Study  of  the  Natural 
Sciences,  by  Prof.  W.  B.  Rismo,  of  Michigan  UniTersity,  and  Prof.  8.  Q. 
Williams,  of  Ithaca.    Discussion. 

At  4}  o'clock.  Report  of  Standing  Committee  on  Improved  MethodB  in 
Education,  Edwabd  Danfobth,  Jambs  H.  Hoosb,  and  Miss  Ellbn  Sbatbb, 
Committee. 

At  7}  o'clock,  Address  by  RevL  L.  Hbbbill  Millxb,  D.D.,  of  Ogdens- 
burgh. 

Poem  by  Miss  Mabt  A.  Riplbt,  of  Albany. 

Thursday,  August  2,  1866. 
At  9   o'clock,    Appointment  of  Nominating   Committee.     Unfinished 
BoBiness. 


Resident  Editoj^a  Deparlment.  317 

Paper  on  the  EBtablishment  of  an  Educational  Exchange. 

At  10  o'clock.  Report  on  the  Creation  of  a  State  Board  of  Examiners  to 
issue  High  Grade  Certificates  to  Professional  Teachers.  Johji  H.  Fbbnoh, 
Prof.  N.  F.  Wright  and  Mbs.  Dr.  Gallup,  Committee. 

At  10}  o'clock,  Remarks  on  the  Functions  of  Norn^al  Schools,  by  Hshrt 
Kiddle,  Esq.,  of  New  York,  and  Prof.  Olivbb  Arst,  of  Albany. 

At  11 J  o'clock.  Poem  by  ReT.  A.  T.  Pikrson,  of  Waterford. 

At  2\  o'clock,  p.  M.,  Reports  of  Officers.  Report  of  Committee  on  Time 
mnd  Place  of  Next  Meeting. 

At  8  o'clock,  Address  by  President  Jaoksoh,  of  Geneva. 

At  4  o'clock,  Election  of  Officers. 

At  7  o*olock,  Miscellaneous  Business.  Report  of  Committee  on  Resolu- 
tions. 

Sociable,  Addresses,  etc.  ^ 

Hon.  Charlss  J.  Folobr  of  Geneva,  and  Prof.  Wilson  of  Hobart  Col- 
lege, will  also  address  the  Association. 

Music  will  be  furnished  by  an  Association  under  the  direction  of  W.  H. 
Vboomah,  Esq.,  of  Geneva. 

The  Franklin,  International,  and  American  Hotels,  have  been  named  as 
places  of  rendezvous. 

Hotel  fare  will  not  exceed  $2.00  per  day. 

Ladies  will  be  entertained  free  by  the  citizens  of  Geneva. 

Mr.  Georob  H.  Ellis  will  open  his  music  room  to  the  Association  and 
provide  a  piano. 

An  excursion  on  Seneca  Lake  is  proposed  for  Friday,  to  visit  the  Wat- 
kins  Glen.  Persons  desiring  further  information  in  regard  thereto,  will 
address  Wm.  H.  Yrooman,  Esq.,  Geneva. 

There  will  be  a  meeting  of  the  Officers  and  Committee  of  Arrangements 
at  Linden  Hall,  at  2  o'clock  p.  m.,  on  Tuesday. 

Local  Committee. 
C.  C.  YouKO  AND  Lady,  F.  E.  Smith  and  Ladt, 

Hon.  Geo.  B.  Dusenberre  and  Ladt,        C.  Wheat  and  Ladt, 
Col.  F.  W.  Prince  and  Ladt,  S.  H.  Parker  and  Ladt, 

I>K.  G.  CONOER  AND  LaDT,  Wm.  H.  YrOOMAN  AND  LaDT, 

Db.  Geo.  W.  Field  and  Ladt,  Prof.  A.  Whalen, 

Charles  D.  Vail,  Miss  S.  Lewis, 

C.  C.  Eastman,  Miss  C.  W.  Porter, 

£   Wood,  Miss  Mart  Conger, 

Miss  F.  Young,  and  others. 

JAMES  ATWATER,  President^ 
Jajcss  Cruikshank,  Corresponding  Secretary, 


318  Resident  EditoT^s  Department. 


ASSOCIATION  OF  SCHOOL  COMMISSIONERS  AND  CITY 
SUPERINTENDENTS, 

AHNUAL    MUSTIHQ. 

The  Association  of  School  Commissioners  and  Superintendents  of  City 
and  Graded  Schools,  will  meet  in  the  Village  of  Qeneya,  on  Monday,  June 
80,  at  4  o'clock  p.  m. 

Mtmday,  Jvly  80,  1866. 
At  4  p.  N.,  Organixation. 
At  4.80,  Address  by  the  President. 
At  7.80,  Report  of  Committee  on  Constitution  and  By-Laws. 

Tuesday,  July  31,  1866. 

MoKNiNQ  S1SSI05. —  The  following  questions  will  be  discussed :  1 .  Should 
common  school  teachers  in  the  rural  districts  report  directly  to  Commis- 
sioners, and  npon  what  points  ? 

2.  Can  a  course  of  study  be  prepared  that  shall  be  adapted  to  the  ma- 
jority of  all  the  common  schools  in  the  State  ? 

8.  How  should  school  examinations  be  conducted  ? 

4.  Should  not  rate-bills  be  abolished  ? 

AvTiBNOON  Sbssioh. —  6.  How  should  examinations  of  teachers  be  con- 
ducted? 

6.  What  permanent  records  should  be  kept  by  teachers,  other  than  those 
now  required  by  law  ? 

7.  Does  not  the  interest  of  common  schools  m  this  State  demand  the 
passage  of  a  law  creating  a  State  Board  of  Education  ? 

8.  Miscellaneous  Business. 

JOHN  W.  BULKLEY,  PrmidmL 
C.  T.  PooLES,  Corresponding  Secretary. 


MISCELLANY, 

Anbbioan  Instituti  or  Instbuotion. — The  Thirty-serenthAnnnal  Meet- 
ing of  the  Amirioah  Instituts  of  In stsuctiok  will  be  held  in  Busuxinoiit 
Yt.,  at  the  Citt  Hall,  on  the  7th,  8th  and  9th  days  of  August,  1866. 

The  Board  of  Directors  will  meet  at  the  Ambbioan  House  on  the  7th,  at 
11  o'clock,  A.  M. 

The  public  exercises  will  be  as  follows : 

Tiusday^  Auguti  7, — At  2^  o'clock  p.  n.,  the  meeting  will  be  organised, 
and  the  customary  addresses  will  be  made ;  after  which  there  will  be  a  dis- 
cussion upon  the  following  subject:  **  Our  Schools — (JUtr  u^btmce  on  1. 
Agriculture;  2.  Commerce f  8.  Manufactures ;  4.  Civil  P9Ut^$  6.  Morals." 


BeMent  Ediiat^s  Depa/rtment.  319 

At  8  o'clock  p.  M.,  a  Leotare,  by  Mosss  T.  Bbowh,  of  Gineinnati,  on 
"  Readmg  om  a  Fine  Art,*' 

Wednesday,  Auffiut  8. —  At  9  o'clock  A.  m.,  a  Discussion.  Subject: 
**  Advantages  of  Graded  Schools.** 

At  11  o'clock,  a  Lecture  by  Milo  C.  Stsbbihs,  of  Springfield,  Mass. 

At  2^  p.  M.,  a  Discussion.     Subject:  **  Education  and  Reconstruction.** 

At  8  p.  M.,  a  Lecture,  by  Prof.  W.  S.  Ttlee,  of  Amherst  College. 

Thursday,  August  9. —  At  9  o'clock  a.  n.,  a  Discussion.     Subject: 

At  11  o'clock  A.  M.,  a  LectuA,  by  Prof.  S.  S.  Gbeehb,  of  Brown  UdI. 
▼ersity. 

At  2}  p.  M.,  a  Discussion.  Subject :  **  Place  of  the  Sciences  and  the  Clasiics 
in  a  Liberal  Education,** 

QoTemor  Bullock  will  be  present  on  Thursday. 

A  liberal  reduction  in  their  rates  will  be  made  by  the  hotels  at  Burling- 
ton.   The  charges  will  not  exceed  $2  per  day. 

The  citizens  of  Burlington  generously  proffer  gratuitous  entertainment 
to  lady  teachers  in  attendance. 

Tickets  from  Boston  to  Burlington,  and  return,  Tia  Lowell  and  Vermont 

Central  Railroad,  at  $8.00  (one-half  the  usual  rate).    Excursion  Tickets 

to  Montreal  and  Indianapolis,  at  a  low  rate.     The  precise  terms  will  soon 

bo  announced.    Tickets  may  be  had  only  of  Lansing  Millis,  5  State  Street, 

Boston. 

BIRDSEY  GRANT  NORTHROP,  President. 

G.  A.  MoBBiLL,  Secretary. 
Boston,  June,  1866. 

TJnivbbsitt  Convocation. — The  Third  AnniTersary  of  **  The  Univeb- 
siTT  Convocation  of  the  State  of  New  Yobk  "  will  be  held  at  the  Capitol, 
in  the  city  of  Albany,  on  Tuesday,  the  seventh  day  of  August  next,  at  10 
o'clock  A.  M.,  and  is  expected  to  continue  three  days. 

The  Membebsuip,  as  originally  constituted,  includes 

1.  The  members  of  the  Board  of  Regents. 

2.  All  Instructors  in  Colleges,  Academies,  Norm&l  Schools,  and  the 
higher  departments  of  Public  Schools  which  are  subject  to  the  visitation 
of  the  Regents. 

8.  The  President,  First  Vice  President,  and  the  Recording  and  Corres- 
ponding Secretaries  of  the  New  York  State  Teachers'  Association. 

Members  who  expect  to  attend  are  requested  to  inform  the  Secretary  in 
advance,  by  post,  and  to  call  immediately  on  their  arrival,  at  the  Regent's 
Office  (adjoining  the  State  Library),  and  enter  their  names  on  the  Register. 

Board  will  be  furnished  at  reduced  rates,  by  several  of  the  Hotels,  in- 
eluding  Congress  Hall,  the  American  Hotel,  &c.,  and  by  priTate.  families. 
The  terms  will  range  from  $2.00  to  $3.00  per  day.  Membership  cards, 
entitling  holders  to  such  reduced  rates,  will  be  furnished  by  the  Secretary 
to  thoBO  who  desire  them. 


320  Besident  Editor's  DqMrtmeni. 

It  is  to  be  hoped  that  members  will  appreciate  the  important  ef  attend- 
ing promptly,  and  oome  prepared  for  a  session  of  three  days.  Eyery  rea- 
sonable effort  will  be  made  to  secure  an  interesting  and  instntctiTe  meeting 
of  the  Conyocation. 

S.  B.  WooLWOBTH,  Sicretary.  John  V.  L.  Pbuth, 

D.  J.  P&ATT,  Aatisiant  Secretary.  Chancellor  of  the  Univertity. 

Flthto  Ship. —  Dr.  Andrews  has  made  two  ascents  in  New  York  with 
his  new  aerial  ship,  and  has  achieved  but  partial  success.  The  machinery 
is  yet  very  imperfect  and  requires  much  improvement  before  the  purpose 
of  its  construction  will  be  accomplished. 

Albaxt. —  The  new  board  of  School  Commissioners  have  elected  Mr. 
Henry  B.  Haswell,  Secretary.  Mr.  Haswell  was  an  efficient  secretary 
when  he  held  that  post  some  years  ago.  We  regret,  however,  that  the  new 
law  does  not  provide  for  thorough  and  efficient  supervision,  and  provide 
for  the  election  of  a  superintendent  with  ample  powers. 

National  Bubbau  of  Education. —  The  House  has  reconsidered  the  bill 
establishing  a  Department  of  Education,  and  passed  it  by  a  large  majority. 
—  Washington  Telegram^  June  19. 

MoBB  Abotic  Explobation. —  At  the  late  anniversary  of  the  Royal 
Geographical  Society,  in  London,  Sir  Roderick  Murchison  referred  to  a 
project  for  the  exploration  of  the  northern  coast  line  and  interior  of 
Greenland.  One  of  the  society's  youngest  associates,  Mr.  Whymper, 
already  distinguished  by  his  courage  and  self-reliance  in  surmounting  the 
highest  peaks  of  the  Alps,  has  conceived  the  bold  idea  of  penetrating  along 
the  surface  of  the  Greenland  glaciers  into  the  interior  of  this  snow-olad 
continent,  he  being  convinced,  from  the  great  number  of  deer  that  find 
their  way  to  the  coast,  that  there  are  within  the  glaciers  well  grassed  val- 
leys and  recesses.  Mr.  Whymper  believes  it  is  also  possible  to  trace  by 
land  the  extent  of  Greenland  to  the  north,  which  was  one  of  the  main 
geographical  objects  of  the  late  projected  Polar  expedition.  He  would  be 
accompanied  only  by  a  well-trained  Danish  guide,  who  was  ready  at  Copen- 
hagen. A  preliminary  trip  would  be  made  next  summer.  This  enterprise 
Sir  Roderick  ^considered  as  truly  the  ne  plus  ultra  of  individual  British 
geographical  adventure. 

This  is  very  nearly  the  plan  devised  by  Dr.  Kane  for  his  last  attempt. 

Inspibation. —  **  There  are  times  when  the  unknown  reveals  itself  in  a 
mysterious  way  to  the  spirit  of  man.  A  sudden  rent  in  the  veil  of  dark- 
ness will  make  manifest  things  hitherto  unseen,  and  then  close  again  upon 
the  mysteries  within.  Such  visions  have  occasionally  the  power  to  effect  a  , 
transfiguration  in  those  whom  they  visit.  They  convert  a  poor  camel- 
driver  into  a  Mahommed ;  a  peasant  girl  tending  her  goats,  into  a  Joan  of 
Arc.    Solitude  generates  a  certain  amount  of  sublime  exvltatlon.     It  is 


Beddent  Editor's  Depa/rlment  321 

like  the  smoke  ftrislAg  from  the  barning  bueh.  A  mysterious  lucidity  of 
mind  results,  which  oonyerts  the  student  into  a  seer,  and  the  poet  into  a 
prophet." 

The  Atlantic  Cablx  expedition  will  set  sail  about  the  1st  of  July. 
Four  steamers  are  to  be  engaged  in  the  enterprise  —  the  Qreat  Eastern,  as 
on  the  previous  Toyages,  carrying  and  paying  out  the  cable,  and  the  others 
acting  as  tenders  to  her,  or  looking  after  the  submerged  cable,  which  it  is 
hoped  may  be  recoyered. 

iKSiifCEiLiTT. —  **  To  live  a  life  which  is  a  perpetual  falsehood,  is  to 
suffer  unknown  tortures.  To  be  premeditating  indefinitely  a  diabolical  act ; 
to  haye  to  assume  austerity;  to  present  a  perpetual  illusion,  and  never  to 
one's  self —  is  a  burdensome  task.  To  have  to  dip  the  brush  in  that  stuff 
within,  to  produce  with  it  a  portrait  of  candor ;  to  fawn,  to  restrain  one's 
self,  to  be  ever  on  the  qui  vive  ,*  watching  without  ceasing,  to  mask  latent 
crimes  with  a  face  of  healthy  innocence ;  to  transform  deformity  into 
beauty ;  to  fashion  wickedness  into  the  shape  of  perfection ;  to  tickle,  as 
it  were,  with  the  point  of  a  dagger,  to  put  sugar  with  poison,  to  keep  a 
bridle  on  every  gesture  and  a  watch  over  every  tone,  not  even  to  have  a 
countenance  of  one's  own  —  what  can  be  harder,  what  can  be  more  tor- 
turing ?  The  odiousness  of  hypocrisy  is  obscurely  felt  by  the  hypocrite 
himself.     Drinking  perpetually  of  his  own  imposture  is  nauseating." 

A  Mammoth. —  A  letter  has  been  received  from  M.  de  Baer,  of  St.  Peters- 
burgh,  announcing  the  most  interesting  fact  that  a  mammoth  has  been 
found  in  Arctic  Siberia,  covered  with  its  skin  and  hair.  The  animal  must 
have  been  literally  kept  packed  in  Arctic  ice  from  one  epoch  to  another. 
The  discovery  had  been  made  so  early  as  1804  by  a  Samoyedc  in  the  envi- 
rons  of  Taz  Bay,  the  eastern  branch  of  the  Oulf  of  Obi.  The  news 
reached  St.  Petersburgh  at  the  close  of  1865.  With  culpable  slowness  the 
Academy  of  St.  Petersburgh  has  only  just  sent  the  distinguished  paleon- 
tologist, M.  Schmidt,  to  investigate  the  matter,^  and  especially  to  examine 
the  contents  of  the  stomach  in  order  to  discover  what  was  the  animal's 
natural  food. 


PEESOJ^AL. 

The  Editob  of  the  Teacher  has  removed  from  Albany  to  Brooklyn.  Cor- 
respondents will  please  take  notice  and  address  accordingly. 

Mb.  Geobqe  Cruikshank,  the  veteran  artist,  for  whose  benefit  a  testi- 
monial is  on  foot  in  England,  has  received  the  homage  of  French  art  and 
literature  in  the  matter  by  the  subscriptions  of  MM.  Dord  and  Nadar  and 
MM.  Fourier  and  Michel. 


322  Resident  Editors  Department. 

jAjfEU  GBT7IKSHANK,  LL.D.,  of  ihiB  oitj,  has  been  appointed  by  the 
Brooklyn  Board  of  Education,  Assistant  Superintendent  of  Schoola  for 
that  city,  at  a  salary  of  $2,600  a  year.  This  is  a  capital  selection  for  Brook- 
lyn ;  but  it  takes  from  Albany  a  yaluable  citizen  and  one  of  its  best  edu- 
cational minds.  He  has,  as  Editor  of  the  New  York  Teacher  and  as  a  di- 
rector in  Teachers'  Institutes,  by  study  and  experience,  acquired  a  peculiar 
Atncss  for  the  duties  of  the  position;  which,  added  to  his  natural  aptness 
for  the  work,  his  business  tact,  and  gentlemanly  bearing,  giyea  assurance 
that  the  interests  committed  to  him  will  be  guarded  with  industry  and  skill. 
The  Doctor  leaves  for  his  new  field  of  labor  to-day.  Success  attend 
him. —  Albany  Evming  Journal,  June  14. 

Mrs.  Somebyille. — Miss  Frances  Power  Cobbe  writes  in  the  Pall  Mall 
Gazette  the  following  note  : 

**  Sib  :  Permit  me  to  add  another  and  peculiarly  interesting  case  to 
those  cited  by  Dr.  Forbes  Winslow  of  intellectual  vigor  in  adyanced  age. 
The  Tenerable  Mrs.  Somerville,  now  in  her  eighty-seventh  year,  has  jnat 
completed  a  vast  work,  embodying  all  the  latest  results  of  science  in  rela- 
tion to  the  ultimate  particles  of  matter.  Those  who  have  seen  the  MS. 
are  assured  that  when  the  book  appears  this  summer  it  will  be  found  to 
surpass  rather  than  fall  short  of  the  merits  of  the  '  Physical  Geography ' 
and  *  Connection  of  the  Sciences  '  which  half  a  century  ago  gave  her  the 
first  rank  among  intellectual  women." 

AuarsTus  G.  Cole.-»  We  are  pained  to  record  the  decease  of  one  who 
gave  promise  of  such  great  usefulness,  and  whose  many  excellent  qualities 
had  endeared  him  to  a  large  circle  of  friends.  Mr.  Cole  was  not  less  sue- 
cessftil  as  an  instructor  than  beloved  and  honored  by  those  who  enjoyed  his 
fHendship.  He  had  been  for  several  years  principal  of  one  of  the  public 
schools  of  the  city  of  Albany. 

At  a  meeting  of  the  Principals  of  the  Public  Schools  of  the  city  of 
Albany,  held  at  the  rooms  ortho  Board  of  Public  Instruction,  June  11, 
1800),  the  following  preamble  and  resolutions  were  unanimously  adopted: 

Whereas,  our  beloved  friend  and  co-worker,  Augustus  G.  Cols,  has 
been  removed  from  our  midst  by  an  All-wise  Providence ;  and 

Whereas,  we,  cherishing  tender  recollections  of  his  many  endearing 
qualities,  and  sorrowing  that  in  the  prime  of  his  usefulness  he  has  been 
taken  from  us,  do  earnestly  desire  to  manifest  our  love  for  our  departed 
friend  and  our  respect  for  his  memory:  therefore 

Jienolvedf  That  we  most  heartily  sympathise  with  his  bereaved  family  ia 
the  irreparable  loss  they  have  sustained,  and  with  the  large  circle  of 
friends  who  share  it  with  them. 

Restdvedy  That  we  will  attend  his  funeral  in  a  body. 

Iit«olredf  That  these  proceedings  be  published  in  the  city  papers  and  a 
copy  thereof  be  transmitted  to  the  father  of  the  deceased. 

Wm.  B.  Sims,  Chairman. 

A.  F.  Ondkrdonk,  Secretary. 


BesiderU  Editor's  Department.  323 

Bit.  Wasbih  Bubtov»  well  known  m  the  author  of  *<  ffe^  to  SductUum," 
and  other  Tiloable  works,  died  last  month  at  Salem,  Mass.,  after  a  long 
and  painful  illness.    His  memory  will  be  cherished. 


LITERARY  NOTES. 


GnxiLiT's  Amxbioak  CoHruoT. —  The  second  Tolume  of  this  work  is 
expected  to  appear  in  August.  Subscriptions  are  receiyed  by  Mr.  C.  H. 
Oildersleeve,  No.  1  Spruce  street,  New  York. 

Oun  YouNo  Folks,  for  July,  sustains  the  well-earned  reputation  of  this 
standard  juYenile  magazine,  whilst  there  is  such  adaptation  both  of  subject 
matter  and  manner  as  to  meet  the  wants  of  the  young.  There  is  a  careful 
aToidance  of  little  nothings  in  <*  By-baby-buntin  "  style. 

Journal  dxs  Say  ants. —  There  is  a  paper  published  in  Paris  —  the  Jour- 
nal dn  Savants —  which  is  two  hundred  years  old,  having  been  established 
in  January,  1666.  It  is  one  of  the  most  able  and  successftil  organs  of  sci- 
ence in  the  world. 

AnuoAN  Explorations. —  A  new  book  on  Africa  by  Mr.  Sam usl  White 
Babgir,  said  to  be  of  very  great  interest,  has  just  appeared  in  England. 
Mr.  Baker  belieyes  that  he  has  **  completed  the  Nile  sources,  by  the  dis- 
eoyery  of  the  great  reseryoir  of  the  equatorial  waters,  the  Albert  N'yanxa,  * 
from  which  the  riyer  issues  as  the  entire  White  Nile."  The  republication 
of  his  yolumes  in  this  country  will  be  looked  for  with  great  interest 


BOOK  NOTICES, 


LsssoNS  ON  the  Qlobe,  Illustrated  by  Pereses  Magnetic  Globe  and  Magnetic 
Objects.  By  Mart  Howe  Smith,  Teacher  of  (hogrcq^hy  in  the  Oswego 
Normal  and  Training  School.  New  York:  Charles  Scribner  ^  Co.,  1866, 
12m  0,^.  64. 

The  fayor  with  which  Perce*s  globes  have  been  receiyed,  and  the  new 
interest  they  are  calculated  to  awaken  among  young  students  of  geogra- 
phy, make  some  manual  for  teachers  a  necessity.  Mrs.  Smith  bas  pre- 
pared a  most  acceptable  book.  In  easy  familiar  style,  and  after  the  man- 
ner of  object  lessons,  she  leads  the  child  (rather  the  teacher,  in  the  child's 
interest),  step  by  step  to  the  recognition  of  the  phenomena  which  the  ter- 
restrial globe  is  intended  to  illustrate.  This  little  book  will  commend 
itself  to  general  fayor. 

22 


the:  XATIOllirAL  SERIES 


STANDARD  SCHOOL-BOOKS 

Includes,  among  upwards  of  Three  Hundred  Vol- 
umes of  Standard  Educational  Works, 


THE  FOLLOWING  : 


National  Pictorial  Primer.      Parker  & 
Watson. 

National  Serifit  of  Sch.  Readers.     6  Nob. 

Sherwood's  Writing  Speller  Series.     4  Nos. 

Smith*s  Sch.  SpelUrs  and  Definers.  4  Nos. 

Wright's  Analytical  Orthography. 

Northend's  Dictation  Ezercises. 

FowWs  False  Orthography. 

Foiole's  Bible  Reader. 

Davies*  New  Series  of  Arithmetics.  6  Nos. 

Daviey  New  Series  of  Algebras,     3  Nos. 

Davies*  Higher  Mathematics  —  a  completo 
course. 

Monteith  ^  MeNaUy*s  Seh,   Geographies. 
6  Nos. 

Clark's  Diagram  System  of  English  Gram- 
mar.    2  Nos, 

Beers'  System  of  Penmanship.     12  Nos. 

Self'instructing  Writing  Books.     8  Nos. 

Willard*s  American  ^  Universal  Histories. 

Berard's  History  of  England. 

Monteith' s  History  of  United  States. 

Hannahs  Bible  History. 

Boyd's  Annotated  BrUish  Poets.     5  Vols. 

Northend's  School  Speakers.     3  Nos. 

Raymond's  Patriotic  Speaker. 

Smith  4*  Martin's  Book-keying' 


Watts  on  the  Mind. 
Boyd's  Composition  and  Login. 
Karnes'  Elements  of  CriUeism, 
Day's  Art  of  Rhetoric. 
Cleveland's  Compendium*.     3  Vols. 
Beers'  Geographical  Dratcing^Book. 
Norton  ^  Porter's  First  Book  of  Seienet, 
Peck's  GanoCs  Natural  Philosophy. 
Porter's  School  Ckemtstries,     2  Nos. 
Wood's  Botanical  Text-Books.     2  Nos. 
Emmons'  Manual  of  Geology. 
Chambers'  Elements  of  Zoology. 
Jarvis'  Text-Books  in  Physiology, 
Hamilton's  Vegetable  and  Animal  Pkyn' 

ology. 
Mansfield's  Political  Manual. 
Ledon's  French  Series.     8  Vols. 
Pujol  4"  Van  Norman*»  French  Clasi' 

Book. 
Brookes  Annotated  Cheek  j*  Ztotin  Jkxts. 
Dwight's  Heathen  Mythology. 
Brooks'  Tracy^s  S^  Carter* s  Seh.  Reeoris, 
Marcy's  Eureka  Alphabet  Tablet 
Scofield's  National  School  TabUU. 
Brooks'  School  Manual  of  Devotion. 
The  School-Boy's  Infantry  Tactie$, 
Root's  Silver  Lute. 


THE 


SCHOOL  fSlOHSR'S  lIBRiRT, 

In  Twefnty-four  Volumes^ 

Inolnding  Page's  "Theory  and  Practice  of  Teaobing;"  Holbrook's 
"  Normal  Methods  of  Teaching/'  and  kindred  works. 


JUSf^  Teachers  and  others  interested  in  the  selection  of  Text-Books,  areinTited 
to  send  to  the  publishers  for  their  Illustrated  Descriptiye  Catalogue,  where  may 
be  found  detailed  descriptions  of  all  their  issues.  The  publishers  wiU  issue  about 
July  Ist,  the  first  number  of  the  *'  Illustrated  Educational  Bulletin."  Sent  free  to 
any  address.     Subscriptions  invited. 

A.  S.  BABNES  S&  CO.,  Educational  Publishers, 

lU  Si  US  WiUialn  Street,  New  Tork. 

vii-lO-lt. 


NEW  BOOKS,  ETC. 

Bullions's  &  Morris's  New  Latin  Grammar,      *8  i  60 

This  new  book  is  founded  on  Ballionss  Latin  Grammar,  and  gives  a  new 
treatment  of  the  vowel  qnautitifs— of  tho  Noan  and  the  Verb  with  a  different  aiTle  of  type  for  the  ter- 
minationH  in  the  DeciciiirioiiH  aud  Coi\ju);atioa£i — of  the  third  Declonsiun, — of  the  meaning  and  nae  of 
the  Moods  and  Tcn«K;9,  particularly  the  sal^ouctive  Hood  with  a  ftill  discusBlon  of  the  Mac>dB  of  tht 
Verb— ,1  new  arrHupeincnt  of  tho  Active  and  Pawivc  Voices  of  the  Verb— a  ftill  treatment  and  dis 
cn^sion  of  Pronounu  and  tliclr  usea— an  aualyssis  of  the  four  coi^agatione— a  new  cliUBsiflcadon  of 
Irrejrtilar  Verbs— a  new  chapter  on  Derivation  and  Compoeltlon—  a  re-di«tribntlon  of  the  Syntax, 
briu;;in^  to^ifether  the  uses  of  the  various  cases,  etc,  under  separate  heads—a  trauslation  of  all 
tlic  Examples  quoted  in  tl>c  Syntax.— a  careful  revision  of  the  Prosody,  etc,  etc 

Bullions's  and  iVIorris's  Latin  Lessons,  81  OO 

A  convenient  sized  tx)ok  for  beginners,  and  a  synopsis  of  the  B.  &  M.  Gram- 
mar with  Bxercises  in  trantjlations  of  LaUn,  dso  varied  **Keadin^"  and  a  Vocabulary. 

Bullions's  &  Kendrick's  Creek  Grammar,  82  OO 

This  book  is  a  careliiUj  revised  edition  of  Bullions's  Greek  Grammar,  bj  A.  C. 
Kendrick,  D.  D..  LL.  D„  of  Rochester  Univerftity,  N.  Y.  In  the  chancres  and  additions,  much 
relating  to  Accents,  Preposi lions.  Particles  and  tho  Third  Declension  nas  been  rewritten,  and 
also  much  on  the  Verb  uiul  in  the  Syntiix  has  been  recast.  In  simplicity  and  siae  it  is  believed 
that  this  will  be  the  most  convenient  and  useful  Greek  Grammar  published. 

Bullions's  Latin  Eng.  Lexicon,(with  Synonyms,)  84  60 
Long's  Classical  Atlas,  quarto,  62  Maps,  84  60 

Edited  by  Geo.  Long,  A.  M.  Constructed  by  Wm.  Hughes.  The  maps  are 
finely  eui^n-avcd  and  colored  and  In  a  tbrm  very  convenient  fiir  classical  students. 

Balrd's  Classical  Manual,         ....      90  cts. 

An  epitome  of  Ancient  Geography,  Mythology,  Antiquities  and  Chronology. 

Kaitschmidt's  Lat.  Eng.  and  Eng.  Lat  Dict'y,     82  60 

A  convenient,  condensed,  and  cheap  Lexicon  for  beginners. 
Thew  book?  iire  i)rin:od  in  the  laie!*t  approved  typography  and  are  part  of 

Bullions's  Series  of  Grammars  and  School  Classics. 

Th«  other  books  of  the  porics*  being  Uullions's  Cotnnmn  School  Grammar  or  Intro,  to  Ana^ 
iytieal  ihHttnvtnr,  &0  cts.  Analytical  Grammar  $1.00.  ExerriMea  in  AnayUiB 
and,  J^arsing,  2S  rts.  Zatin  Grammar  $1,S0,  Latin  Header,  $1.50.  JSxereiaea 
in  Latin  Com,po»ition,  $1,S0.  Ctrsar'a  Commentaries  with  vocabulary,  $1.30. 
Cicero's  Orations,  $1.50.  SaUHSt,$1.50,  Greek  Lesson,  $1,00,  GreeJb  Gram^ 
fnar,  $1.75.    Greek  Header,  $'J.25.    Coopers  rirffU,$3,00. 

Alden^s  Scie^ice  of  GovernfnefU,           -  -          -            $1  50 

SJiaw^s  English  Lit*^'atui'e,              -          -  -          ^         1  75 

Hooker ^s  Humnn  l^hj/siology,             -  -          -               1  75 

JBrocklesby  ^s  Astronomy f       -          -          -  -          ^         1  75 

JPeissner^s  Germain  Grammar,  {revised,)  -          -               1  75 

JPalmsr'8  Book-Keeping,       -          -          -  -          -         J  00 

Bolmar's  French  Series. 

In  improved  style  ;  consisting  of  Levisaos  French  Grammar.  $1.50.  Book  of 
French  Yerhs,  $1.12.  GoU.  of  Oolloquial  FhraseSi  75  cents.  Adventures  de 
Tokmaque,  $1.25.    Key  to  ditto,  $1.00. 

Stoddard's  Series  of  Arithmetics,  revised,  etc. 
With  larger  type,  and  modern  business  methods. 

Stnddard's  tXtivenile  Mental  Arithntetie,  25  cents.  Ajmerioan  Intellectual  ArUh^ 
fnt^flc.  50  cents.  Key  to  ditto,  50  cents. — Hudimentm  of  Arithmetie.  50  cents. 
J^ractical  Arithmetic,  90  cents.  Netr  I*ractlcal  Arithmetie,  $1  .OO .  Key  to  ditto, 
$1.00.  Stoddnnl  ct-  Hen  kUs*  Klomen tary  Algebra,  $1.25.  Key  to  diUo,  $1.25, 
8.  &  H.'s  Vniversity  Algehrtt^  $2.00.    Key  to  ditto,  $2.00. 

Copies  for  ixaminatioD  of  the  above,  excepting  Loiig*a  Classical  Atlas,  and  Ballioxui*B  and 
Kaltschmidt*s  Latin  Dictionaries,  sent  by  mnll.  po^t  paid,  to  teachers,  on  receipt  of  half  the  an- 
nexed price,  by 

SHELDON  &  CO.,  Fablishers, 

498  tB  SOO  Broadway,  yew  York. 


8ool£S    fbr   tlio    IStudL^^    or   Foreiisrii    XjSLWkf^JKSLggen 


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KSYISBD,  WITH  ADDITIONS  IN 

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This  POPULAR  AND  STANDARD  Series  of  English  Grammars  has  lonf     - 
been  the  established  favorite  with  many  of  our  most  successftil  teachers,  ana 
is  considered  by  them  more  tkar^  ww^d  and  prattieal  than  any  other  aeiiea. 

BROWN'S  GRAMMARS— REVISED 

Are  up  to  the  times. 
Are  Methodical. 
Are  Simple  and  Progressive. 
Are  Accurate  and  Comprehensive. 
Are  Rigidly  Exact  in  rules  and  definitions. 
Have  Twenty-five  diffidrent  models  of  Analysis. 
Do  not  confuse  the  pupil.  ^ 

Have  very  Practical  and  Interesting  examples  of  False    '\ 
Syntax.  ' 

Are  more  Strongly  Bound  than  others. 
Teach  English  Grammar  Thoroughly. 
Have  borne  the  Test  of  Time  and  the  School  B.00111L, 


and  are  constantly  increasing  in  favor  and  wide-spread  «m.  They  are  tlw  vb> 
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class  never  to  die.    At  present  of  unapproachabfe  excellence  and  the  UghMt 


possiblt*  authority,  we  doubt  if  ever  they  cnn  be  superseded,  at  least  whilst  our 
ianguaf;:e  remains  what  it  is."— (s.  u.  b.) 

q;^  S«^nd  for  specimen  copies  for  examination,  enclosiDg  16  cents  for  the 
FifHt  Lines,  and  S8  cents  for  the  Institutes. 

D:^  The  Publishers  will  be  happy  to  correspond  with  teachers  and  all  othsfS 
interested. 

WILLIAM  WOOD  ft  CO., 

61  Walker  Street,  N.  Y. 


^B                                                               Vol  VII,  : 

^H 

KEW  YORK  TF.ACIIER. 

^^H                            iiUb 

^^Rfw  ^ditt  J&U((  Seatbri           >orUtldn, 

^^H»  ' 

^^^H 

^^H 

^^^^^^^H 

^^^H 

^^^■j 

^^^^^^^^^^^™f*^BM^^^^^^^x«*yj^jrtlW^^^^^^^^^^^^^p ivj    n 

NEW  YORK  TEACHER. 


New  Series.]  AUGUST,  1866.         [Vol.  VIl,  No.  11. 

New  York  State  Teachers'  Association. 

TWENTY-SEOOND  ANNUAL  MEETING. 

Flrac  Day. 

GsNBVA,  July  31,  186G. 

The  State  Teachers*  Association  mot  in  Linden  Hall,  at  4  p.  m.,  and  waa 
called  to  order  by  Jambs  Atwater,  Esq.,  President.  An  opening  ode  was 
beautifully  and  eloquently  rendered  by  the  Qeneva  Musical  Association 
under  the  direction  of  Professor  Munson  of  the  Rochester  Musical  Insti- 
tute.   Prayer  was  offered  by  Rev.  Dr.  W.  H.  Goodwin,  of  Geneva. 

The  Association  was  then  most  heartily  welcomed  by  Hon.  George  B. 
DussKBBRRB.     He  spoko  as  follows : 

MR.  DUSENBERRE'S  WELCOME. 

Mr.  Pruidenty  Ladiet  and  Oentlemen  of  the  State  Teachers*  Association. 

In  behalf  of  our  President  and  Trustees  I  tender  you  the  use  of  this 
beautiful  hall  during  your  stay  with  us,  and  in  their  behalf  I  welcome  yon 
to  this,  the  queen  Tillage  of  the  Empire  State.  And  you,  ye  patrons  and 
flriends  of  this  Association,  dedicated  to  the  advancement  of  the  great 
educational  interests  of  the  proud  old  loyal  State  of  New  Tork,  I  greet  you 
well. 

In  behalf  of  the  Board  of  Education,  of  which  I  have  the  honor  of  being 
President,  and  of  which  I  have  been  many  years  an  humble  member,  I 
bid  you  God-speed  in  your  high  mission  as  American  teachers ;  and  when 
I  say  American  teachers,  I  mean  in  the  broadest  and  truest  sense  of  the 
term,  those  who  are  to  develop  American  ideas,  such  as  shall  tell  upon  our 
destiny  for  weal,  whether  individual  or  national.  , 

Bom  the  child  of  liberty,  baptized  in  the  world's  best  blood,  and  I  trust 
regenerate,  America  is,  and  I  hope  must  ever  be,  the  friend  of  the  scholar- 
Christian  and  the  Christian-scholar. 

In  the  name  of  our  country,  then,  I  bid  yon  take  a  higher  stand  than 
ever  before,  and  in  the  name  of  humanity  and  of  God,  I  bid  yon  look  aloft. 
Let  your  motto  be,  as  it  appropriately  ought  to  be.  Excelsior.    Take 

[Vol.  XV,  No.  11.]       '   22 


324  Anniversary  of  the  New  York 

higher  ground  in  the  work  before  you,  in  the  deyclopment  of  the  American 
man  and  woman — phy«ica1»  intellectufil,  moral  and  religious.  And 
whether  it  be  your  mission  to  educate  a  thiril  Uly^>ses  or  a  future  Florence 
Nightingale,  or  whether  il  be  yours  to  take  the  lowly  up  but  one  step  on 
the  ladder,  that  leads  to  honor,  and  glory,  and  God,  I  bid  yon  abate  **no 
Jot  of  heart  or  hope,  but  still  bear  up  and  steer  right  onward.*' 

While  the  husbandman  is  gathering  in  the  fruits  of  his  yearly  toil,  and 
while  the  harvester's  song  is  joyou?,  it  is  meet  that  you  should  bring  up 
hither  the  fruits  of  your  yearly  toil,  and  see  whether  it  chance  to  be  of 
wheat  or  some  other  grain. 

I  trust  that  the  pure  seeds  of  learning  and  education  may  be  taken  f^om 
this  place,  and  that  they  shall  bear  fruit  an  hundred  fold  in  the  future 
deyelopment  of  the  American  mind. 

I  bid  you  then,  one  and  all,  be  friends  of  liberal  education.  I  do  not 
mean  this  in  the  ordinary  sense  of  the  phrase,  but  I  mean  that  you  should 
be  friends  of  educating  all  liberally,  but  well. 

Do  not  be  of  that  narrow,  bigoted  class  that  would  have  one  kind  of 
education  for  persons  of  one  color,  and  another  kind  for  those  of  another 
color ;  or  of  that  other  meaner  class  that  would  have  one  kind  of  education 
for  males,  and  another  kind  for  females.  AVho  belicTes  in  a  diyision  of  the 
mental  faculties  according  to  the  sexes?  A  female  memory,  imagination 
or  reason  would  be  singular  indeed  (although  perhaps  a  female  icill  might 
not).  And  I  haye  yet  to  learn  the  name  of  that  true  philosopher  who  has 
dared  to  make  such  distinctions,  although  many  fools  haye  tried  in  yain. 

No,  we  say,  let  the  entire  range  of  the  sciences,  mathematics,  and  the 
classics,  even,  be  open  to  all.  Let  women  bo  many  tongued,  though  the 
blind  old  Milton  did  think  one  tongue  was  enough  for  a  woman. 

The  study  of  the  classics  and  mathematics  is  not  to  make  learned  men 
and  learned  women  of  our  school  boys  and  school  girls,  it  is  simply  to 
educate  them. 

The  true  mission  of  the  American  teacher  is  to  educate,  not  to  cram. 
The  former  Implies  a  drawing  out,  the  latter,  if  I  may  use  the  term,  a 
stufling  in,  a  clogging. 

The  late  Dr.  Stephen  Olin  who  occupiiMl  a  high  position  as  an  American 
educator,  and  whose  presence  was  always  to  me  a  conscious  culture,  once 
remarked  that  ''if  he  had  but  one  year  to  spend  in  an  academical  coarse, 
he  would  spend  that  year  in  the  study  of  the  Latin  language  and  Geo- 
metry." 

But  **  eMi  6ono,"  *<  what  good  "  says  our  utilitarian  age,  and  dashes  along 
heedless  of  the  wisdom  of  the  past. 

I  believe  that  the  wisdom  of  the  past  extends  beyond  the  line  of  the 
present,  and  that  sometimes  the  voices  of  the  great  teachers,  it  may  be  of 
the  ages  past,  should  be  heeded. 

If  you  were  to  believe  that  you  were  teaching  only  for  the  present,  I 


State  Teacher^  Asaodation.  325 

imagine  that  your  inoentlTOS  would  be  few  and  not  of  the  high  character 
Vrhich  I  suppose  them  now  to  be. 

Pingo  in  etemitatem.  **  I  paint  for  eternity, ''  said  the  old  artist,  and  so 
should  Tou  say,  as  yon  daily  pencil  lines  of  light  and  shade  upon  the 
human  wind. 

But  I  am  opening  the  discussion  of  a  theme  as  wide  as  all  feeling  and 
all  thought,  and  although  I  would  be  pleased  to  discuss  the  true  mission 
of  the  American  teacher,  the  proprieties  of  the  occasion  forbid. 

With  a  simple  heartfelt  greeting  to  you  all,  with  the  hope  that  your 
present  may  be  useful  and  your  future  bright,  that  to  do  good  in  your  day 
and  generation  may  be  your  highest  ambition,  and  that  in  the  great  here- 
after myriads  may  rise  up  and  call  you  blessed  —  I  bid  you  perfect  your- 
seWes  in  every  good  word  and  work. 

Welcome,  as  you  are  by  us,  to  our  beautiful  village,  I  hope  you  will  ever 
be  welcomed  by  every  lover  of  letters  wherever  your  lot  may  be  cast. 

President  Atwater  in  a  few  well  chosen  words  returned  thanks.     Ho 
said  that  it  seems  fitting  that  among  the  places  of  our  annual  meetincc,  a 
village  such  as  this — noted  for  the  beauty  of  its  location,  the  hospitality 
of  its  people,  and  above  all  its  high  literary  renown — should  have  been 
chosen.     We  received  early  assurances  of  the  liberal  hospitality  we  might 
expect  to  meet,  and  all  the  most  generous  pledges  made  are  more  than 
redeemed.     He  expressed  the  hope  that  in  future  years,  we  may  all  recall 
this  meeting  as  one  of  the  most  pleasant  and  profitable  of  our  lives. 
President  Atwater  then  delivered  his  inaugural  address. 
The  use  of  the  reading  room  of  the  Young  Men's  Association,  and  of 
Professor  Ellis'  music  room,  was  tendered  to  the  members  of  the  association. 
After  another  piece  of  music,  acyourned  till  evening. 

EVENING  SESSION. 

The  association  met  at  7}  o'clock.  President  Atwater  in  the  chair. 

After  singing  by  the  Geneva  select  choir,  the  chair  appointed  the  fol- 
lowing committees : 

Finance  Committee :  Edwabd  Daj? fouth,  of  Troy ;  James  B.  Thomson,  of 
New  York ;  John  S.'  Fosdick,  of  Buffalo. 

Committee  on  Teachers  and  Schools :  Samuel  D.  Babr,  of  Albany ;  Edward 
A  Sheldon,  of  Oswego  ;  Mrs.  Dr.  Gallup,  of  Clinton. 

Committee  on  Resolutions:  A.  G.  Merwin,  of  Port  Jefferson;  Oliver 
MoRBnousB,  of  Albion  ;  Mi'ss  Mary  A.  Riplet,  of  Albany. 

Committee  to  nominate  a  Board  of  Editors :  John  W.  Bulklbt,  of  Brook- 
lyn; Edward  North,  of  Clinton;  James  Cruikshank,  of  Brooklyn  ;  Edward 
Smith,  of  Syracuse ;  Miss  Emilt  A.  Rioe,  of  Oswego ;  N.  F.  Wriqht,  of 
Batavia ;  S.  Arnold  Tozkr,  of  Geneseo. 

On  time  and  place  of  next  meeting:  W.  H.  Vbooman,  of  Geneva;  A.  Z. 
Barrows,  of  Buffalo ;  Miss  Ellin  Seaybb,  of  Oswego. 


326  Anniversary  of  tJie  New  York 

Dr.  Cruieshank  from  the  Standing  Committee  on  the  Condition  of  Edn* 
cation,  presented  the  following  report :  • 

REPORT   ON    THE   CONDITION    OF    EDUCATION. 

The  Standing  Committee  on  the  Condition  of  Education,  r«||BectfulIy 
report : 

The  latest  statistics  of  Education  in  this  state  cover  the  school  year 
ending  September,  30,  18C5,  and  embrace  the  last  six  months  of  the  war 
for  the  Union.  Any  data  drawn  from  them  therefore,  can  not  be  taken  as 
•Tidence  of  the  legitimate  condition  of  education  in  the  state,  nor  as  evidence 
of  the  sentiment  of  the  people  in  regard  thereto.  It  remains,  therefore 
for  your  committee  to  cite  only  such  items  of  these  statistics,  as  will  show 
advance  even  under  the  most  unfavorable  circumstances ;  to  state  such  facts 
as  they  have  been  able  to  glean  in  regard  to  the  current  working  of  the 
schools,  and  make  suggestions  touching  such  points  as  they  deem  demand 
the  attention  of  this  association. 

The  school  system  of  the  state,  though  still  lacking  in  several  important 
points,  is  ample  enough  to  secure  education  to  every  child,  whilst  in  state 
beneficence  it  may  challenge  comparison  with  that  of  any  of  oar  sister 
states.  It  fails  chiefly  in  two  particulars.  1st,  That  it  practically  leaTsa 
to  incorporated  institutions  and  to  private  beneficence  and  private  enter- 
prise the  work  of  providing  for  the  higher  education  of  our  yonth;  and 
2d,  Whilst  nearly  a  million  and  a  half  of  dollars  are  annually  drawn  from 
the  public  treasury,  it  fails  to  exact  of  the  people  of  the  local  districts,  the 
performance  of  their  part  of  this  implied  compact  to  furnish  free  education 
to  every  child,  and  see  that  none  are  necessarily  debarred,  by  the  criminal 
neglect,  indifference  or  parsimony  of  parents,  from  the  enjoyment  of  this 
inestimable  boon. 

The  system  of  academic  instruction  under  the  management  of  the  Regents 
of  the  University,  has  for  seventy  years  done  noble  service  in  the  educa- 
tional cause,  and  given  our  state  a  proud  preeminence.  The  free  high 
school  would  perform  a  better  service  now^  and  be  more  in  harmony  with 
the  views  of  public  education  entertained  by  the  wisest  of  our  educators. 
We  arc  not,  however,  of  the  number,  who  counsel  the  inauguration  of  meas- 
ures of  doubtful  utility,  and  we  would  deprecate  any  policy  which  would 
impair  their  usefulness,  without  supplying  more  effective  agents  to  do  tiieir 
work.  In  regard  to  some  of  them,  the  question  has  already  been  solved  by 
their  reorganization  as  union  Free  Schools  ;  and  the  University  ConTocation 
will  do  much,  in  its  annual  sessions,  towards  enlarging  and  liberalizing  the 
policy  of  academical  institutions.  If  wise  counsels  prevail,  the  day  is  not 
distant  when  they  will  all  be  free ;  and  it  is  believed  that  no  precipitate 
action  on  the  part  of  this  association  is  now  needed.  It  is  only  a  question 
of  time,  and  of  the  removal  of  such  disabilities  as  stand  in  the  way  of  the 
expression  of  the  most  enlightened  policy. 

The  time  is  ripe  for  the  final  blow  that  shall  strike  away  forever  that 
relio  of  selfishness  and  barbarism — the  rate  bill.    The  neoesaity  of  ihia 


/Sfazfe  Teachers'  Associatiofi.  327 

BOtion  is  no  longer  an  open  question.  It  has  long  enough  been  a  clog  upon 
our  system  of  public  education.  No  teacher  who  has  had  any  experience 
in  our  rural  schools,  or  who  knows  any  thing  of  their  history  need  be  told 
how  affectually  it  dampens  the  most  earnest  spirit  of  educational  enterprise, 
standing  in  the  way  of  enlightened  and  liberal  policy  in  the  employment  of 
competent  teachers,  and  is  a  perpetual  bid  for  cheap  and  inefficient  teachers ; 
whilst  it  is  the  rule  rather  than  the  exception,  that  it  withdraws  attend- 
ance, or  makes  it  irregular  and  fitful,  and  operates  directly  to  abbreriate 
the  term  of  school.  Let  the  influence  of  this  association  be  but  exerted  to 
secure  the  enlistment  of  a  few  earnest  men  in  our  next  legislature  in  favor 
of  Free  Schools,  and  we  shall  take  our  place  side  by  side  with  our  most 
enlightened  sister  states.  It  will  bo  a  day  of  glory  and  of  joy,  to  every 
earnest  and  sincere  educator,  when  the  jubilee  of  free  schools  is  ushered  in. 

The  record  of  attendance  upon  the  means  of  instruction  shows,  that  the 
average  daily  attendance  of  pupils  is  less  than  50  per  cent,  of  those 
enrolled  during  the  year,  and,  making  due  allowance  for  those  young  child- 
ren who  from  any  cause  are  prevented  from  attending,  and  those  over  16 
or  17,  whose  common  school  education  is  completed,  or  whom  necessity 
compels  to  forego  further  instruction,  it  is  notorious  that  a  large  namber  due 
at  the  schools,  never  enter  their  doors. 

Non-attendance,  irregularity,  and  tardiness  are  evils,  public  as  well  as 
individual  in  their  efi'ects,  that  demand  remedy.  Other  means  have  failed, 
and  are  likely  to  fail  until  there  is  the  general  appreciation  of  the  value  of 
our  schools,  which  universal  education  alone  can  create. — Wo  must  try 
compulsion.  If  the  state  has  a  right  and  if  it  is  her  duty  to  provide  the 
means  of  free  education,  she  surely  has  the  right  and  it  is  her  duty  to 
protect,  against  themselves  and  against  the  injustice  of  parents  and  guard- 
ians, the  throng  of  truants  who  run  our  streets  in  idleness,  and  the 
army  of  little  ones  pressed  into  labor  to  save  a  paltry  pittance  to  the  hand 
of  grasping  avarice,  that  would  barter  their  souls  for  gain. 

The  new  school  law  of  California  provides  that  children  under  eight  years 
of  age  shall  be  confined  to  the  school  room  but  four  hours  a  day,  and  that 
the  sessions  of  all  schools,  the  average  ages  of  whose  pupils  do  not  exceed 
eight  years,  shall  be  restricted  to  four  hours.  A  provision  similar  to  this 
might  safely  be  adopted  in  this  state,  and  the  sessions  of  the  primary 
schools  in  our  cities  should  certainly  not  exceed  three  or  four  hours.  If  it 
be  thought  that  this  will  give  the  primary  teachers  too  little  work  to  do,  the 
classes  might  be  divided  and  alternate  by  half  days.  There  would  then  be 
none  too  much  room,  nor  would  the  classes  be  too  small. 

The  legislature  of  last  winter  passed  two  important  school  acts  —  one 
providing  for  the  taking  of  sites  for  school  houses  on  appraisal.  This  will 
result  in  the  securing  of  commodious  sites  in  many  districts,  where  for- 
merly not  a  foot  of  available  ground  could  be  obtained.  Under  its  auspices, 
new  school  houses  are  springing  up,  with  comfortable  play  grounds,  and 
the  taste  and  liberality  of  the  people,  as  well  as  the  comfort  and  welfare 
of  the  children  can  not  be  but  largely  improved. 


SI  ^  .^  nc  z  IT  SI 

THB  NEW  EDITION  OF 

BROWN'S  ENGLISH  GRAMMARS, 

BBYISBD,  WITU  ADDITIONS  IN 

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BROWN'S  GRAMMARS— REVISED 

Are  up  to  the  times. 

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interested. 

WILLIAM  WOOD  ft  CO., 

61  Walker  Street,  N.  Y. 


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NEW  YORK  TEACHER. 


Nbw  Series.]  AUGUST,  1866.         [Vol.  VII,  No.  11. 

New  York  State  Teachers'  Association. 

TWENTY-SECOND  ANNUAL  MEETING. 

First  Day. 

GsNBVA,  July  31,  18G6. 

The  State  Teachers*  Association  met  in  Linden  Hall,  at  4  p.  m.,  and  was 
ealled  to  order  by  James  Atwateb,  Esq.,  President.  An  opening  ode  was 
beautifully  and  eloquently  rendered  by  the  Geneva  Musical  Association 
under  the  direction  of  Professor  Munson  of  the  Rochester  Musical  Insti- 
tute,   Prayer  was  offered  by  Rev.  Dr.  W.  H.  Goodwin,  of  Geneva. 

The  Association  was  then  most  heartily  welcomed  by  Hon.  George  B. 
DvaiKBBRBS.    He  spoke  as  follows : 

MR.  DUSENBERRE'S  WELCOME. 

Mr.  President,  Ladies  and  Oentlemen  of  the  State  Teachers*  Association, 

In  behalf  of  our  President  and  Trustees  I  tender  you  the  use  of  this 
beautiftil  hall  during  your  stay  with  us,  and  in  their  behalf  I  welcome  yon 
to  this,  the  queen  village  of  the  Empire  State.  And  you,  ye  patrons  and 
fHends  of  this  Association,  dedicated  to  the  advancement  of  the  great 
educational  interests  of  the  proud  old  loyal  State  of  New  Tork,  I  greet  you 
well. 

In  behalf  of  the  Board  of  Education,  of  which  I  have  the  honor  of  being 
President,  and  of  which  I  have  been  many  years  an  humble  member,  I 
bid  you  God-speed  in  your  high  mission  as  American  teachers ;  and  when 
I  say  American  teachers,  I  mean  in  the  broadest  and  truest  sense  of  the 
term,  those  who  are  to  develop  American  ideas,  such  as  shall  tell  upon  our 
destiny  for  weal,  whether  individual  or  national.  , 

Bom  the  child  of  liberty,  baptized  in  the  world's  best  blood,  and  I  trust 
regenerate,  America  is,  and  I  hope  must  ever  be,  the  Ariendof  the  scholar- 
Christian  and  the  Christian-scholar. 

In  the  name  of  our  country,  then,  I  bid  yon  take  a  higher  stand  than 
ever  before,  and  in  the  name  of  humanity  and  of  God,  I  bid  yon  look  aloft. 
Let  your  motto  be,  as  it  appropriately  ought  to  be,  Excelsior.    Take 

[Vol.  XV,  No.  11.]  22 


324  Anniveraary  of  the  New   York 

high  or  ground  in  tho  work  before  you,  in  the  (levelopment  of  the  American 
man  and  woman  —  physical,  infcllecfual,  moral  and  religious.  And 
whether  it  be  your  mission  to  educate  a  third  Ulysses  or  a  future  Florence 
Nightingale,  or  whether  it  bo  yours  to  take  the  lowly  up  but  one  step  on 
the  ladder,  that  leads  to  honor,  and  glory,  and  God,  I  bid  you  abate  "no 
jot  of  heart  or  hope,  but  still  bear  up  and  steer  right  onward." 

While  the  husbandman  is  gathering  in  the  fruits  of  his  yearly  toil,  and 
while  the  harvester's  song  is  joyous,  it  is  meet  that  you  should  bring  up 
hither  the  fruits  of  your  yearly  toil,  and  see  whether  it  chance  to  be  of 
wheat  or  eomc  other  grain. 

I  trust  that  the  pure  seeds  of  learning  and  education  may  be  taken  f^om 
this  place,  and  that  they  shall  bear  fruit  an  hundred  fold  in  the  future 
deyelopment  of  the  American  mind. 

I  bid  you  then,  one  and  all,  be  friends  of  liberal  education.  I  do  not 
mean  this  in  the  ordinary  sense  of  the  phrase,  but  I  mean  that  you  should 
be  friends  of  educating  all  liberally,  but  well. 

Do  not  be  of  that  narrow,  bigoted  class  that  would  have  one  kind  of 
education  for  persons  of  one  color,  and  another  kind  for  those  of  another 
color ;  or  of  that  other  meaner  class  that  would  have  one  kind  of  education 
for  males,  and  another  kind  for  females.  AVho  believes  in  a  division  of  the 
mental  faculties  according  to  the  sexes?  A  female  memory,  imagination 
or  reason  would  bo  singular  indeed  (although  perhaps  a  female  unll  might 
not).  And  I  havo  yet  to  learn  the  name  of  that  true  philosopher  who  has 
dared  to  make  such  distinctions,  although  many  fools  have  tried  in  vain. 

No,  we  say,  lot  the  entire  range  of  the  sciences,  mathematics,  and  the 
classics,  even,  bo  open  to  all.  Let  women  be  many  tongued,  though  the 
blind  old  Milton  did  think  one  tongue  was  enough  for  a  woman. 

The  study  of  the  classics  and  mathematics  is  not  to  make  learned  men 
and  learned  women  of  our  school  boys  and  school  girls,  it  is  simply  to 
educate  them. 

The  true  mission  of  the  American  teacher  is  to  educate,  not  to  cram. 
The  former  implies  a  drawing  out,  the  latter,  if  I  may  use  the  term,  a 
stuffing  in,  a  clogging. 

Tho  late  Dr.  Stephen  Olin  who  occupied  a  high  position  as  an  American 
educator,  and  whose  presence  was  always  to  me  a  conscious  culture,  once 
remarked  that  <'if  he  had  but  one  year  to  spend  in  an  academical  coarse, 
he  would  spend  that  year  in  the  study  of  tho  Latin  language  and  Geo- 
metry.*' 

But  "  euibonOf'*  *<  what  good  "  says  our  utilitarian  age,  and  dashes  along 
heedless  of  the  wisdom  of  the  past. 

I  believe  that  the  wisdom  of  the  past  extends  beyond  the  line  of  the 
present,  and  that  sometimes  tho  voices  of  the  great  teachers,  it  may  be  of 
the  ages  past,  should  be  heeded. 

If  you  were  to  believe  that  you  were  teaching  only  for  the  present,  I 


State  Thachera'  Asaodation.  325 

imagine  that  your  inoentiveB  would  be  few  and  not  of  the  high  character 
Vrfaich  I  suppose  them  now  to  be. 

Pingo  in  etemitatem.  "  I  paint  for  eternity,"  said  the  old  artist,  and  so 
should  vou  say,  as  yon  daily  pencil  lines  of  light  and  shade  upon  the 
human  wind. 

But  I  am  opening  the  discussion  of  a  theme  as  wide  as  all  feeling  and 
all  thought,  and  although  I  would  be  pleased  to  discuss  the  true  mission 
of  the  American  teacher,  the  proprieties  of  the  occasion  forbid. 

With  a  simple  heartfelt  greeting  to  you  all,  with  the  hope  that  your 
present  may  be  useftil  and  your  future  bright,  that  to  do  good  in  your  day 
and  generation  may  be  your  highest  ambition,  and  that  in  the  great  here- 
after myriads  may  rise  up  and  call  you  blessed  —  I  bid  you  perfect  your- 
selves in  every  good  word  and  work. 

Welcome,  as  you  are  by  us,  to  our  beautiful  village,  I  hope  you  will  ever 
be  welcomed  by  every  lover  of  letters  wherever  your  lot  may  be  cast. 

President  Atwater  in  a  few  well  chosen  words  returned  thanks.     Ho 
said  that  it  seems  fitting  that  among  the  places  of  our  annual  meetincc,  a 
Tillage  such  as  this — noted  for  the  beauty  of  its  location,  the  hospitality 
of  its  people,  and  above  all  its  high  literary  renown — should  have  been 
chosen.    We  received  early  assurances  of  the  liberal  hospitality  we  might 
expect  to  meet,  and  all  the  most  generous  pledges  made  are  more  than 
redeemed.     He  expressed  the  hope  that  in  future  years,  we  may  all  recall 
this  meeting  as  one  of  the  most  pleasant  and  profitable  of  our  lives. 
President  Atwater  then  delivered  his  inaugural  address. 
The  use  of  the  reading  room  of  the  Young  Men's  Association,  and  of 
Professor  Ellis'  music  room,  was  tendered  to  the  members  of  the  association. 
After  another  piece  of  music,  adjourned  till  evening. 

EVENING  SESSION. 

The  association  met  at  7}  o'clock,  President  Atwater  in  the  chair. 
After  singing  by  the  Geneva  select  choir,  the  chair  appointed  the  fol- 
lowing committees : 

Finance  Committee:  Edward  Damfobtii,  of  Troy;  James B.  Thomsoii,  of 
New  York ;  John  S.'  Fosdick,  of  Buffalo. 

Committee  on  Teachers  and  SchooU :  Samubl  D.  Babb,  of  Albany ;  Edwabo 
A  Sbsldon,  of  Oswego  ;  Mbs.  Db.  Gallup,  of  Clinton. 

Committee  on  Resolutions:  A.  G.  Mbbwin,  of  Port  Jefferson;  Olivbb 
MoBBnousB,  of  Albion  ;  Miss  Mary  A.  Riplbt,  of  Albany. 

Committee  to  nominate  a  Board  of  Editors :  John  W.  Bulklbt,  of  Brook- 
lyn; Edward  North,  of  Clinton;  James  Cbuikshank,  of  Brooklyn  ;  Edward 
Smith,  of  Syracuse;  Miss  £  milt  A.  Rioe,  of  Oswego;  N.  P.  Wbiqht,  of 
Batavia ;  S.  Arnold  Tozkr,  of  Geneseo. 

On  time  and  place  of  next  meeting:  W.  H.  Vbooman,  of  Geneva;  A.  Z. 
Barrows,  of  Buffalo ;  Miss  Ellih  Siaybb,  of  Oswego. 


326  Anniversary  of  the  New  York 

Dr.  Cruikshane  from  the  Standing  Committee  on  the  Condition  of  Eda- 
oation,  presented  the  following  report :  • 

REPORT   ON   THE   CONDITION    OP   EDUCATION. 

The  Standing  Committee  on  the  Condition  of  Education,  rflKectfiilly 
report : 

The  latest  statistics  of  Education  in  this  state  cover  the  school  year 
ending  September,  30»  1805,  and  embrace  the  last  six  months  of  the  war 
for  the  Union.  Any  data  drawn  from  them  therefore,  can  not  be  taken  as 
•Tidence  of  the  legitimate  condition  of  education  in  the  state,  nor  as  oWdence 
of  the  sentiment  of  the  people  in  regard  thereto.  It  remains,  therefore 
for  your  committee  to  cite  only  such  items  of  these  statistics,  as  will  show 
advance  even  under  the  most  unfavorable  circumstances  ;  to  state  such  facts 
as  they  have  been  able  to  glean  in  regard  to  the  current  working  of  the 
schools,  and  make  suggestions  touching  such  points  as  they  deem  demand 
the  attention  of  this  association. 

The  school  system  of  the  state,  though  still  lacking  in  several  important 
points,  is  ample  enough  to  secure  education  to  every  child,  whilst  in  state 
beneficence  it  may  challenge  comparison  with  that  of  any  of  our  sister 
states.  It  fails  chiefly  in  two  particulars.  1st,  That  it  practically  leaves 
to  incorporated  institutions  and  to  private  beneficence  and  private  enter- 
prise the  work  of  providing  for  the  higher  education  of  our  youth ;  and 
2d,  Whilst  nearly  a  million  and  a  half  of  dollars  are  annually  drawn  fVom 
the  public  treasury,  it  fails  to  exact  of  the  people  of  the  local  districts,  the 
performance  of  their  part  of  this  implied  compact  to  furnish  free  education 
to  every  child,  and  see  that  none  are  necessarily  debarred,  by  the  criminal 
neglect,  indifference  or  parsimony  of  parents,  from  the  enjoyment  of  this 
inestimable  boon. 

The  system  of  academic  instruction  under  the  management  of  the  Regents 
of  the  University,  has  for  seventy  years  done  noble  service  in  the  educa- 
tional cause,  and  given  our  state  a  proud  preeminence.  The  free  high 
school  would  perform  a  better  service  now^  and  be  more  in  harmony  with 
the  views  of  public  education  entertained  by  the  wisest  of  our  educators. 
We  arc  not,  however,  of  the  number,  who  counsel  the  inauguration  of  meas- 
ures of  doubtful  utility,  and  we  would  deprecate  any  policy  which  would 
impair  their  usefulness,  without  supplying  more  effective  agents  to  do  their 
work.  In  regard  to  some  of  them,  the  question  has  already  been  solved  by 
their  reorganization  as  union  Free  Schools  ;  and  the  University  Convocation 
will  do  much,  in  its  annual  sessions,  towards  enlarging  and  liberalizing  the 
policy  of  academical  institutions.  If  wise  counsels  prevail,  the  day  is  not 
distant  when  they  will  all  be  free ;  and  it  is  believed  that  no  precipitate 
action  on  the  part  of  this  association  is  now  needed.  It  is  only  a  question 
of  time,  and  of  the  removal  of  such  disabilities  as  stand  in  the  way  of  the 
expression  of  the  most  enlightened  policy. 

The  time  is  ripe  for  the  final  blow  that  shall  strike  away  forever  that 
rclio  of  selfishness  and  barbarism — the  rate  bill.    The  neoesaity  of  thia 


Staie  Tsachers'  Associadon.  327 

action  is  no  longer  an  open  question.  It  has  long  enough  been  a  clog  upon 
our  system  of  public  education.  No  teacher  who  has  had  any  experience 
in  our  rural  schools,  or  who  knows  any  thing  of  their  history  need  be  told 
how  affectually  it  dampens  the  most  earnest  spirit  of  educational  enterprise, 
standing  in  the  way  of  enlightened  and  liberal  policy  in  the  employment  of 
competent  teachers,  and  is  a  perpetual  bid  for  cheap  and  inefficient  teachers ; 
whilst  it  is  the  rule  rather  than  the  exception,  that  it  withdraws  attend- 
ance, or  makes  it  irregular  and  fitful,  and  operates  directly  to  abbreriate 
the  term  of  school.  Let  the  influence  of  this  association  be  but  exerted  to 
secure  the  enlistment  of  a  few  earnest  men  in  our  next  legislature  in  favor 
of  Free  Schools,  and  we  shall  take  our  place  side  by  side  with  our  most 
enlightened  sister  states.  It  will  bo  a  day  of  glory  and  of  joy,  to  every 
earnest  and  sincere  educator,  when  the  jubilee  of  free  schools  is  ushered  in. 

The  record  of  attendance  upon  the  means  of  instruction  shows,  that  the 
average  daily  attendance  of  pupils  is  less  than  50  per  cent,  of  those 
enrolled  during  the  year,  and,  making  due  allowance  for  those  young  child- 
ren who  from  any  cause  are  prevented  from  attending,  and  those  over  16 
or  17,  whose  common  school  education  is  completed,  or  whom  necessity 
compels  to  forego  further  instruction,  it  is  notorious  that  a  large  number  due 
at  the  schools,  never  enter  their  doors. 

Non-attendance,  irregularity,  and  tardiness  are  evils,  public  as  well  as 
individual  in  their  effects,  that  demand  remedy.  Other  means  have  failed, 
and  are  likely  to  fail  until  there  is  the  general  appreciation  of  the  value  of 
our  schools,  which  universal  education  alone  can  create. — We  must  try 
compulsion.  If  the  state  has  a  right  and  if  it  is  her  duty  to  provide  the 
means  of  free  education,  she  surely  has  the  right  and  it  is  her  duty  to 
protect,  against  themselves  and  against  the  injustice  of  parents  and  guard- 
ians, the  throng  of  truants  who  run  our  streets  in  idleness,  and  the 
army  of  little  ones  pressed  into  labor  to  save  a  paltry  pittance  to  the  hand 
of  grasping  avarice,  that  would  barter  their  souls  for  gain. 

The  new  school  law  of  California  provides  that  children  under  eight  years 
of  age  shall  be  confined  to  the  school  room  but  four  hours  a  day,  and  that 
the  sessions  of  all  schools,  the  average  ages  of  whose  pupils  do  not  exceed 
eight  years,  shall  be  restricted  to  four  hours.  A  provision  similar  to  this 
might  safely  be  adopted  in  this  state,  and  the  sessions  of  the  primary 
schools  in  our  cities  should  certainly  not  exceed  three  or  four  hours.  If  it 
be  thought  that  this  will  give  the  primary  teachers  too  little  work  to  do,  the 
classes  might  be  divided  and  alternate  by  half  days.  There  would  then  be 
none  too  much  room,  nor  would  the  classes  be  too  small. 

The  legislature  of  last  winter  passed  two  important  school  acts  —  one 
providing  for  the  taking  of  sites  for  school  houses  on  appraisal.  This  will 
result  in  the  securing  of  commodious  sites  in  many  districts,  where  for- 
merly not  a  foot  of  available  ground  could  be  obtained.  Under  its  auspices, 
new  school  houses  are  springing  up,  with  comfortable  play  grounds,  and 
the  taste  and  liberality  of  the  people,  as  well  as  the  comfort  and  welfare 
of  the  children  can  not  be  but  largely  improved. 


328  Annivereart/  of  the  New  York 

The  other  law,  proYiding  for  four  new  normal  Bcbools,  has  already  met 
with  answering  response  from  a  number  of  localities,  vying  with  each  other 
in  the  liberality  of  their  proposals  for  the  location  of  a  new  school.  When 
the  commission  shall  have  decided  upon  their  locations,  they  will  with- 
out doubt  speedily  go  into  operation,  augmenting  greatly  the  educational 
force  of  the  State.  It  appears  to  your  committee  that  such  an  arrangement 
should  be  made  that  at  stated  times  during  the  year,  the  normal  school 
faculties  should  be  employed  in  giving  instruction  in  institutes,  thus  afford- 
ing to  inexperienced  teachers,  and  such  others  as  have  not  had  the  benefit 
of  professional  training,  some  notion  of  the  more  improved  methods  those 
schools  are  designed  to  foster. 

The  annual  report  of  the  Superintendent  of  Public  Instruction  givei  a 
most  encouraging  account  of  the  influence  and  value  of  Teachers*  Insti- 
tutes; and  the  observation  of  your  committee,  as  well  as  the  reports  they 
have  received  from  other  sources,  corroborates  his  statement.  There  are, 
however,  disabilities  still  in  the  way,  some  of  which  may  be  remedied,  and 
doubtless  will  be  in  part  the  present  year.     Among  these  may  be  named : 

1.  That  the  expense  of  attending  the  annual  institute  draws  so  largely 
upon  the  miserable  pittance  which  teachers  receive  for  their  services,  that 
many  who  desire  to  attend  are  compelled  to  forego  the  privilege. 

2.  The  institutes  are  hold  for  the  most  part  during  the  months  of  Sep- 
tember, October  and  November,  when  skillful  instructors,  who  are  in 
charge  of  regular  schools  can  not  be  spared  in  the  work,  except  (as  is  the 
case  in  a  few  honorable  instances),  in  their  own  county. 

8.  The  salaries  of  School  Commissioners  are  too  meager  for  any  one  to 
expect  from  them  that  amount  of  preparatory  labor  and  personal  effort 
with  school  officers  and  teachers  necessary  to  give  the  best  efficiency,  and 
it  must  regretfully  be  added,  there  are  many  whom  no  influence  short  of 
compulsion  can  avail  to  enlist  in  any  public  measure  for  their  own  im- 
provement or  the  good  of  the  cause. 

During  the  years  of  the  war,  there  was  a  marked  decay  in  County 
Teachers'  Associations,  partly  from  the  general  absorption  of  the  public 
mind  in  the  great  question  of  our  national  existence,  and  partly  from  the 
fact,  that  in  many  counties  the  most  active  and  intelligent  of  our  yonng 
men  were  drawn  away  to  the  field.  It  is  believed  that  the  associations 
have  commenced  to  exhibit  new  vigor,  and  it  is  hoped  that  they  may 
speedily  attain  to  more  than  their  former  efficiency. 

In  Indiana  and  several  other  of  the  states,  conventions  of  school  trus- 
tees have  been  established,  much  to  the  advantage  of  the  schools,  and 
have  achieved  a  good  degree  of  popularity.  It  is  believed  that  no  other 
measure  could  be  recommended  whose  realization  would  be  fruitful  of 
more  salutary  reforms.  We  trust  that  teachers  and  school  commissioners 
will  use  their  influence  for  the  organization  of  such  associations. 

The  revised  school  law  touching  the  establishment  of  Union  Free  Schools, 
has  given  a  great  impulse  tu   this  movement.     Your  committee  Lave  no 


State  TBOjchers'  Asaociation.  329 

sUtisties  at  hand,  but  it  is  believed  that  within  the  past  year,  nearly  as 
many  such  schools  have  been  organized  as  in  all  of  the  twelve  years  pre- 
ceding; and  the  oiting  of  such  statistics  is  unnecessary  (o  show  their 
efficiency. 

The  wages  of  teachers  have  increased,  but  from  a  change  in  the  basis  of 
reporting,  and  firom  the  manifest  inaccuracy  of  the  statistics  themselves, 
no  perfectly  reliable  figures  can  be  given.  Accepting  such  as  we  have, 
and  the  average,  in  cities  is  $13.17  per  week;  in  rural  districts,  $5.49. 

We  regret  that  the  fact  must  still  be  reported,  that  small  as  are  the 
wages  of  male  teachers,  those  of  females  are  beyond  all  reason  compara- 
tively much  smaller.  It  is  not  the  province  of  your  committee  to  report 
at  length  upon  this  topic,  but  we  note  it  as  an  evil,  which  wc  believe  to  be 
both  the  effect  and  the  continued  cause  of  almost  innumerable  evils  and 
iigustice. 

There  is  a  steady  comparative  increase  in  the  number  of  female  over 
that  of  male  teachers,  the  figures  of  18G4  and  1805  being  as  follows : 

Males.  Females.  Total. 

1864, 5,707  21,181  26,888 

1865 4,452  22,017  26,469 

It  is  much  to  be  regretted  that  there  is  no  uniform  system  of  reporting. 
Indeed,  taking  into  account  the  wholesome  emulation,  which  evidences  of 
progress  in  one  city  or  state  is  calculated  to  produce  in  others  —  it  is  one 
of  the  serious  drawbacks  to  educational  progress  that  few  reliable  statis- 
tics can  be  obtained,  and  we  have  come,  and  sometimes  with  reason,  to  look 
upon  the  crude  generalities  the  annual  reports  afford  as  at  least  highly 
oolored  statements  of  the  facts  they  affect  to  give.  And  when  this  is  not 
the  case,  the  bases  of  the  statistics  differ  so  widely,  that  comparative  sta- 
tisiics  are  out  of  the  question. 

We  look  forward  hopefully  to  the  passage  by  Congress  of  the  ordinance 
for  the  establishment  of  a  National  Bureau  of  Education,  which  whilst  it 
shall  encourage  and  promote  universal  education,  shall  also  provide  for 
uniformity  in  methods  of  reporting.  The  bill  before  the  present  Congress 
was  defeated  in  the  House,  but  subsequently  reconsidered  and  passed  by  a 
Tote  of  80  to  44.  We  have  not  thought  proper  to  make  a  digest  of  the 
provisions  of  this  bill,  as  they  are  doubtless  well  known  to  the  members 
of  the  association  and  should  command  our  united  support. 

It  is  matter  of  serious  concern,  that  while  there  is  a  growing  appreciation 
of  the  necessity  for  the  culture  of  the  schools  to  fit  our  young  men  for  the 
Tarious  pursuits  of  business,  the  tendency  is  strongly  utilitarian ;  and 
schools  of  special  training  have  rapidly  multiplied,  and  are  liberally  sup- 
ported. Not  a  few  among  our  leading  men,  are  advocates  of  this  so-called 
practical  education,  and  one  of  our  most  influential  public  journals  has 
for  years  been  its  champion.  The  material  demands  of  business  swallow 
up  all  other  interests.  Boys  long  to  be  men,  and  dreams  of  wealth  and 
the  charm  and  bustle  of  business  put  aside  all  hope  of  thorough  culture. 
The  law  school  turns  out  ambitious  disciples  of  Blackstone  in  a  single 


330  Anniversary  of  the  New  Ywk 

term ;  the  Medioal  College  in  six  months  transforms  the  rustio  lad  fresh 
from  the  plow  and  the  farm  yard,  into  a  disoiple  of  Ghilen,  and  the  Com- 
mercial College  cheats  the  world  of  scholars  to  make  quick  accountants  and 
elegant  penmen.  Tlie  tendency  of  the  American  mind  is  already  so  decided 
in  this  direction,  that  restraint  rather  than  stimulus  is  needed,  and  iu 
many-sidedtkess  would  seem  to  indicate  that  more  than  any  other  people 
we  need  a  style  of  public  education  that  shall  give  breadth,  solidity,  rather 
than  the  superficial  culture,  whose  interest  can  beforehand  be  reckoned  at 
a  stated  income. 

Chief  of  all,  must  be  noted  the  fact,  that  such  utilitarian  education  pro* 
duces,  and  from  the  nature  ot  things  must  produce  imperfect,  one-sided 
deyelopment,  instead  of  the  broader  manhood  which  is  the  fhiit  of 
enlarged  and  liberal  culture  in  all  the  branches  of  learning  —  or  we  might 
say,  of  the  culture  in  due  degree  of  all  the  faculties  of  our  complex  and 
mysterious  being. 

A  wide  spread  eril  in  connection  with  our  schools,  complicated  in  Its 
nature,  and  for  which  wo  can  look  for  no  immediate  remedy,  is  found  in  a 
very  general  employment  of  cheap  and  unqualified  teachers.  There  is  nerer 
a  dearth  of  this  class, —  some  too  ignorant  to  know  the  nature  of  their 
duties,  and  scarcely,  in  a  knowledge  of  the  subjects,  in  advance  of  those 
whom  they  are  employed  to  teach ;  some  too  indifferent  of  success  or  reputa- 
tion, and  too  recreant  to  their  trust  to  seek  for  any  personal  progress. 
These  last  are  content  to  rest  in  the  past,  and  no  generous  professional 
spirit  ever  seems  to  animate  them. 

After  making  all  due  allowance  for  influences  brought  to  bear  upon 
examining  officers  to  deal  leniently  with  such,  we  believe  it  is  in  their 
power,  as  it  certainly  is  their  duty  to  refuse  licenses  to  the  notoriously 
incompetent,  and  to  continue  licenses  to  those  only  whose  professional  seal 
and  growth  clearly  entitles  them  to  be  recognixcd  as  live  teachers.  The 
ultimate  remedy  will  be  found,  however,  in  supporting  the  means  for  the 
training  of  a  better  class,  and  in  the  creation  of  a  public  sentiment  that  shall 
demand  the  best.  We  presume  that  thin  and  its  related  subjects  will  receive 
attention  at  the  hands  of  the  committee  on  professional  certificates. 

It  is  the  opinion  of  your  committee,  aAer  careful  inquiry,  that  great  dis- 
parity exists  in  different  and  even  neighboring  counties  in  the  examination 
tests  of  candidates,  and  we  respectfully  suggest  that  the  school  commis- 
sioners, or  the  Superintendent  of  Public  Instruction  should  establish  a 
uniform  metliod  and  a  standard  scale  of  qualification  for  different  grades 
of  certificates.  We  are  not  prepared  to  suggest  any  means  other  than  the 
thorough  organization  and  support  of  institutes  and  normal  schools,  and 
the  issue,  upon  examination  and  proof  of  creditable  success  in  teaching,  of 
professional  certificates  to  remedy  the  evil  so  justly  complained  of,  of  the 
transient  and  non-professional  character  of  our  teachers.  Nevertheless  we 
do  not  desire  that  the  vocation  should  be  dragged  in  among  the  other  pro- 
fessions to  meet  with  like  dishonor,  and  be  represented  so  largely  by  those 


State  Teachers'  ABdociatkm.  331 

whose  sole  title  to  rank  is  found  in  the  sheepskin  that  bears  their  name, 
and  the  cabalistic  *'  Omnibut  h<u  UteroM,** 

The  fearfiil  ciyil  war  through  which  we  have  passed,  and  out  of  which 
has  come  a  growth  of  national  strength  and  honor,  has  thrown  upon 
educators  a  stupendous  work.  We  have  not  only  failed  in  our  full  duty  at 
home,  but  the  area  of  our  field  of  labor  has  been  widening,  and  Areedmen,  and 
freemen  too  now  also  for  the  first  time  made  free,  call  for  light.  We  must 
heed  this  call,  and  in  what  way  we  may  labor  with  hands,  head  and  hearts, 
till  shall  be  realized  that  glorious  ideal,  the  true  corner  stone  of  a  Aree 
republic,  universal  education. 

Amid  all  the  discouragements  in  the  way  of  public  education  in  our 
state,  we  are  unquestionably  making  great  gains,  and  the  amount  actually 
spent  during  the  last  fiscal  year  (nearly  $6,000,000),  for  the  maintenance 
of  public  schools,  is  a  proud  record  for  our  noble  state« 

In  conclusion,  by  way  of  recapitulating  some  of  the  views  presented  in 
this  report,  your  committee  respectfully  submit  the  following  resolutions  : 

1.  Ueaolved,  That  it  is -the  duty  of  the  state  to  provide  for  the  free  edu- 
cation of  all  the  children  within  her  borders,  by  the  establishment  of  a 
system  of  free  schools,  from  the  primary  school  to  the  university. 

2.  Resolved,  That  a  judicious  law  should  be  euacted  and  enforced  for  the 
prevention  of  truancy  and  irregularity  of  attendance  upon  the  schools,  and 
.t^t  parents  should  not  be  permitted,  unless  for  the  most  cogent  reasons, 

to  withdraw  their  children  from  school. 

8.  Resolved^  That  this  association  recommends  the  incorporation  of 
academical  institutions  with  the  common  schools,  as  the  free  high  school 
departments  of  the  same. 

4.  Resolved^  That  the  number  of  school  hours  for  the  younger  children 
in  our  schools  should  be  lessened,  and  that  we  recommend  frequent  re- 
cesses, and  the  most  ample  provision  for  healthful  recreation. 

5.  Resolved,  That  we  heartily  commend  the  action  of  the  legislature  for 
the  establishment  of  more  normal  schools,  and  that  we  believe  that  a  part 
of  the  public  funds,  especially  the  $55,000  now  annually  appropriated  for 
libraries,  might  be  judiciously  expended  for  the  support  of  teachers'  in- 
stitutes and  the  encouragement  of  associations. 

6.  Resolved,  That  the  salaries  of  the  school  commissioners  should  be  largely 
increased,  and  that  the  entire  time  of  those  officers  should  be  devoted  to  the 
specific  duties  of  their  office. 

7.  Resolved,  That  the  practice  of  paying  our  teachers,  especially  our 
female  teachers  so  meagerly,  is  due  in  great  degree  to  the  usurpation  of 
the  post  of  instructor  by  so  many  young  persons  of  insufficient  qualifica- 
tion who  underbid  those  of  culture  and  experience,  and  that  we  urge  upon 
examining  officers  the  creation  of  a  higher  standard  in  the  examinations, 
and  a  more  rigid  enforcement  of  its  demands. 

8.  Resolved,  That  we  approve  of  the  establishment  of  a  National  Bureau 
of  Education,  and  that  a  committee  of  three  be  appointed  to  prepare  a  suit- 
able memorial  addressed  to  the  senators  and  representatives  of  this  State 
in  the  National  Congress,  urging  their  support  of  the  uoasure. 

9.  Resolved^  That  we  recommend  telchers  to  use  their  influence  to  pro- 
mote conventions  of  school  officers  nnd  parents,  in  behalf  of  public 
instruction. 


332  Avmwer&Oiry  of  the  New  York 

10.  Retolved^  That  we  deprecate  the  growing  tendency  of  the  iimM 
towards  special  education,  to  the  neglect  of  regular  and  systematic  training 
in  all  the  branches  of  a  liberal  culture. 

Respectfully  submitted, 

James  Cruikshank,  \ 

Jambs  W.  Barker,    >  Committee. 

C.  M.  HUTCUINS,         j 

On  motion  the  report  was  accepted  and  laid  on  the  table  for  sabseqaeni 
discussion. 

Professor  Munsom  was  called,  and  rendered  very  cffectiTely  a  serenade 
with  piano  accompaniment. 

Rey.  William  C.  Wirnee,  1>.D.,  of  Lockport  was  then  introduced,  and 
deliyered  an  address  on  The  Great  Responsibility  of  Teachers  at  the  Pressni 
Crisis  in  the  Republic, 

Mr.  Clark  then  sang  **The  world  would  be  the  better  for  it." 

Adjourned. 

Hecond  Day—Morninv  ScmIob. 

The  association  was  called  to  order  by  the  President  at  9  o'clock.  After 
the  singing  of  a  hymn  by  the  audience,  the  Rey.  Mr.  Rogers  of  Geneya 
offered  prayer. 

A  class  of  young  ladies  then  sang  a  "Good  Morning  Song.** 

The  report  on  curriculum  of  studies  was  passed  oyer  for  the  time,  an8 
on  motion,  the  report  of  the  Committee  on  condition  of  Education  was 
taken  up. 

The  resolutions  were  read. 

The  first  resolution  was  adopted. 

The  second  resolution  was  taken  up  for  discussion.  Mr.  Barrihuib 
inquired,  if  there  is  not  already  a  truant  law. 

Mr.  Barr  moyed  to  strike  out  all  that  part  after  **  irregularity  of  attend- 
ance." 

Mr.  Barrinoer  spoke  in  support  of  the  second  part  of  the  resolation. 
But  the  truant  law  is  not  now  enforced. 

Mr.  Cruttendbm  endorsed  the  resolution.  The  state  may  not  compel 
me  to  pay  for  the  support  of  schools,  if  my  neighbors  fail  to  send  their 
children.  It  is  necessary  for  my  protection  that  the  children  should 
attend.     Gaye  an  instance  of  the  effect  of  such  a  power  to  preyent  traancy. 

Dr.  TaoMSON  spoke  in  support  of  the  resolution. 

Laid  on  table  to  be  taken  up  after  regular  order  of  business. 

Mr.  DuNiiAM,  from  the  Committee  on  Auxiliary  Associations,  reported 
as  follows: 

The  committee  to  whom  was  assigned  the  duty  of  reporting  amendments 
to  the  constitution  proyiding  for  auxiliary  associations,  respectfully  pre  • 
sent  the  following  resolutions : 

Resolved,  That  the  Corresponding  Secretary  of  this  Association  be  and 
is  hereby  requested  to  prepare  and  send  a  circular  to  each  school  com- 


Slate  Ibachera'  ABsodation.  333 

miBsioner  throughout  the  state,  urging  the  formation  of  oountj  or  oommis- 
sioner  district  associations. 

Eeiolved,  That  all  persons  holding  unexpired  certificates  of  qualification 
to  teach  public  schools  in  this  state,  should  be  entitled  to  membership  in 
such  associations. 

Retolvedj  That  the  president  and  secretary  of  each  such  association 
should  be  considered  as  entitled  to  seats  in  this  association  with  the  right 
to  participate  in  tlio  dclibcrationH  thereof,  except  that  they  should .  not 
have  the  right  to  yoto  or  serve  as  members  of  any  committee  thereof,  until 
after  signing  the  constitution  thereof,  and  paying  the  annual  fee  pre- 
scribed therein. 

IsAAo  W.  Dunham, 

S.  D.  Barb, 

B.  M.  Kktnoldb. 

Mr.  Reynolds  of  Lockport  was  elected  assistant  secretary. 

Persons  present  from  other  states  were  on  motion  invited  to  seats  in  tliis 
body. 

The  report  of  Mr.  Dunham  was  accepted.  The  report  was  taken  up  by 
articles. 

The  first  resolution  was  adopted. 

The  second  resolution  was  after  discussion  laid  upon  the  table. 

The  third  resolution  was  laid  upon  the  table. 

Song  by  a  class  of  little  girls. 

Prof.  Baksr  of  Buffalo,  on  invitation,  favored  the  association  with  a 
piece  on  the  piano. 

Dr.  Fbknoh's  lecture  was  on  ziotion  postponed  till  2  f.  m.,  and  the  reso- 
lutions attached  to  the  report  of  the  committee  on  Condition  of  Bducation 
were  taken  up. 

The  second  resolution  was  adopted. 

Mr.  Babb  offered  the  following  substitute  for  the  third  resolution : 

Resolved^  That  this  Association  recommends  the  formation  of  academical 
departments  in  the  public  schools  of  this  state,  in  all  cases  where  the 
number  and  advancement  of  the  pupils  shall  render  it  practicable. 

The  substitute  was  adopted. 

The  fourth  resolution  was  taken  up. 

Dr.  TowNSBND  advocated  three  hours  for  primary  pupils. 

Discussions  ensued  participated  in  by  Messrs.  Townsbnd,  Cbuikshank, 
Babbingbb. 

Mr.  Babrbr  spoke  eloquently  of  the  necessity  that  teachers  should  be  in- 
formed on  the  laws  of  health — to  educate  mentally,  morally  and  physi- 
cally, teachers  must  be  intelligent  upon  the  subject  themselves. 

Mr.  BisBEE  of  Chenango  favored  the  resolution. 

Mr.  BuLKLEY  gave  a  picture  of  the  packed  condition  of  the  primary 
schools  in  cities  and  the  evils  arising  therefrom.  He  argued  that  no  de- 
finite time  or  manner  can  be  established  that  shall  suit  all  cases.  It  is  murder 
outright  that  these  little  ones  should  be  so  long  compelled  to  breathe 
a  tainted  atmosphere.     We  ought  to  pass  this  resolution  unanimously. 

The  resolution  was  adopted  unanimously. 


334  Anniveraary  of  the  New  York 

On  motion  of  Dr.  Cruikbhaxk  debfttoB  were  limited  during  the  remainder 
of  the  session  to  five  minutes,  and  no  one  to  speak  more  than  once  to  the 
same  question  without  permission. 

The  fifth  resolution  was  taken  up. 

Mr.  Smtpeb  offered  as  a  substitute,  that  the  library  money  be  appropri- 
ated  to  the  purchase  of  school  apparatus. 

Mr.  Gbuikshamk  spoke  in  support  of  the  original  resolution. 

Mr.  Barb  offered  the  following  as  a  substitute: 

Resolved,  That  we  commend  the  action  of  the  legislature  at  its  last  ses- 
sion, in  relation  to  normal  schools,  and  heartily  approve  of  all  the  provi- 
sions of  law  adopted  by  it  for  the  formation  and  support  of  such  schools, 
and  further,  that  we  urge  upon  the  Board  of  Commissioners  appointed  for 
the  location  of  such  schools,  the  importance  of  acting  decisively  upon  the 
subject  at  as  early  a  day  as  shall  be  practicable. 

Resolved,  That  this  Association  commends  the  action  of  the  legislature 
in  mailing  appropriation  for  the  support  of  Teachers*  Institutes,  and  that,  in 
our  judgment,  the  appropriation  for  such  purpose  should,  in  the  future  be 
very  largely  increased. 

Mr.  Clabk,  of  Ganandaigua,  favored  Mr.  Babe's  resolntion. 

Prof.  Jewbll  believed  a  great  mistake  had  been  made  in  the  matter  of 
normal  schools.  We  should  understand  the  action  of  the  legislature  before 
we  commend  it.     Normal  Schools  should  be  only  gradually  increased. 

Mr.  Barb  compared  Massachusetts  with  her  four  normal  schools  and 
meager  population  with  New  York  that  has  only  two.  The  twenty  or  thirty 
applications  already  received  and  the  liberal  sums  offered  are  evidence  that 
more  schools  are  needed. 

The  substitutes  were  adopted.  The  remainder  of  the  resolutions  were 
laid  on  the  table  for  the  present.    Adjourned. 

AFTERNOON   SESSION. 

The  Association  met  at  half  past  two,  the  president  in  the  ohair. 

The  exercises  were  opened  with  a  song  by  Miss  Fbamkie  Kbllooo  —  "  Con- 
sider the  Lilies." 

Dr.  John  H.  Feenoh,  of  Albany,  delivered  a  lecture  upon  the  Physical 
Geography  of  New  York.* 

At  the  conclusion  of  the  lecture,  on  motion  of  Dr.  Woolwobth,  the  thanks 
of  the  association  were  returned. 

Song  by  a  quartette  of  the  choir.  Followed  by  a  Duet,  <*She  sleeps  in 
the  Valley." 

Prof.  W.  B.  Rising,  of  Michigan  University,  read  a  paper  on  the  Claima 
of  the  Natural  Sciences. 

Prof.  S.  G.  Williams,  of  Itna^a,  then  presented  a  paper  on  the  same 
subject. 

Miss  H.  L.  D.  PoTTEB  of  I'acker  Institute,  Brooklyn,  on  invitation, 
recited  '*  May  Morning,"  and  "The  Boatman's  Song." 

Acyourned. 

*  Tblt  lecture  will  appear  in  oar  next. 


SUxte  Teacheri  Asaodation.  335 

SYENINO   8S88ION. 

The  assooiation  met  at  7\  o'clock,  and  was  opened  by  Solo  and  Choras  — 
**  I  will  set  Watchmen  upon  thy  Walls  *' — by  the  seleot  choir. 

The  Rev.  L.  Mkbbill  Miller,  D.D.,  of  Ogdensburgh,  was  then  intro- 
duced and  delivered  an  address  on  DefeeU  in  our  Common  School  Teachers, 

In  the  midst  of  the  Address  a  false  alarm  of  fire  disturbed  the  audience, 
when  Prof.  Munson  sung  **  Star  of  the  Eyening." 

Miss  Potter,  by  request,  read  High  Tidcy  by  Jean  Ingelow. 

A  Poem,  entitled  Faith,  by  Miss  Mart  A.  Riplet,  of  Albany,  was  read 
by  Dr.  Crttikshaivk. 

Singing  —  Quartette. 

Mrs.  A.  T.  Rahoall  of  Oswego,  then  read  **  The  Burning  Prairies,"  and 
was  followed  by  a  Song  —  Quartette. 

Adyourned. 

TUrd  D«7  —  Bf  emiliiv  SeealoB. 

The  Association  met  at  9  o'clock.  Opened  with  singing — chorus,  **I 
will  lift  up  mine  eyes  unto  the  hills." 

Prayer  was  made  by  Rot.  A.  B.  Richardson. 

"  When  the  morning  first  dawns,"  by  a  class  of  young  girls,  was  very 
sweetly  and  finely  rendered. 

The  President  read  a  letter  from  Dr.  Dayies,  regretting  his  inability  to 
attend. 

An  announcement  was  made  touching  the  proposed  excursion  to  Freer's 
Glen,  near  Watkins. 

The  minutes  were  read  and  approved. 

Mr.  Bulklet  reported  a  board  of  editors  for  the  Teacher  as  follows  : 

John  W.  Bulklet,  Brooklyn,  A.  G.  Merwin,  Port  Jefferson, 

Edward  North,  Clinton,  Mart  A.  Riplet,  Albany, 

Samuel  G.  Williams,  Ithaca,  John  S.  Fosdick,  Buffalo, 

Edward  Smith,  Syracuse,  David  Beattie,  Dunkirk, 

Thomas  K.  Beecher,  Elmira,  Edward  Dahforth,  Troy, 

Andrew  J.  Lano,  Waverly,  Joseph  Jones,  Dansville, 

Emilt  a.  Rice,  Oswego,  John  C.  Moses,  Dundee, 
James  U.  Hoose,  Fulton. 

The  chair  appointed  the  following  committee  to  nominate  officers  for  the 
ensuing  year  : 

James  B.  Thomson,  J.  G.  Gallup,  S.  Arnold  Toerr, 

James  Cruikshane,  Edward  Smith,  James  W.  Barker. 

Samuel  D.  Barr,  Alviras  Sntdeb, 

Mr.  Bulklet  made  an  earnest  appeal  to  the  association,  urging  that  the 
members  were  morally  bound  to  the  publisher  to  use  every  effort  to  sustain 
the  N.  Y.  Teacher. 


336  Annweraary  of  the  New  York 

Dr.  CBTTiKflnANK  followed  in  a  few  remarks,  stating  its  condition,  and 
asking  that  it  be  suspended  altogether  or  else  liberally  sustained. 

Mr.  HoosB  eloquently  put  the  case  of  the  relations  of  the  association  to 
their  own  organ. 

On  motion,  the  following  committee  to  canvass  for  subscribers  was  ap- 
pointed :  M.  M.  Merrell,  of  Watertown ;  W.  W.  Ilean,  of  Pike  ;  Miss  Rice, 
of  Oswego  ;  Miss  Ripley,  of  Albany  ;  Miss  Elisabeth  Stevens,  of  Uoneoye* 
and  Mr.  Lang,  of  Waverly. 

Mr.  Patchin  said  he  would  be  one  of  twenty  to  raise  $100.  Volunteers 
were  called  for,  and  paid  as  follows ; 

Iba  Patchim,  (Erie  county),     $6  00    Edward  Danfobtd,  Troy,        $5  00 
JoHW  W,  BuLKLET,  Brooklyn,     6  00    David  Beattie,  Dunkirk,  6  00 

Samuel  D.  Bare,  Albany,  5  00    Wm.  N.  Baeeimqer,  Troy,  6  00 

James  W.  Barker,  Buffalo,       5  00    James  Atwaier,  Lockpori,        &.00 
James  H.  Hoose,  Fulton,  5  00    Victor  M.  Rice,  Buffalo,  6  00 

James  B.  Thomson,  New  York.  6  00    A.  G.  Mebwih,  Port  Jefferson,    6  00 
Alviras  Snyder,  Etna,  5  00    Tuomas  McKindlt,  Saratoga,    5  00 

Andrew  J.  Lang,  Waverly,        5  00    D.  S.  IlErFRON,  Utica,  6  00 

Samuel  Q.  Williams,  Ithaca,     5  00    Charles  T.  Pooler,  Deansvillc,  6  00 
M.  M.  Mkrrell,  Watertown,       6  00    Warren  IIioley,  Aurora,  6  00 

J.  C.  Gallup,  Clinton,  6  00    Hon.  G.B.Dusenberre,  Geneva,  6  00 

The  association  was  then  favored  with  music  on  the  harp  by  Mr.  William 
A.  Miles,  of  New  York. 

A  paper  in  nature  of  a  report,  on  the  Ettahlishment  of  an  Educational 
Fichanfff,  wns  read  by  Dr.  Cbuikshane. —  The  report  was  accepted  and  its 
recommendation  adopted. 

AN   EDUCATIONAL   EXCHANGE. 

The  value  to  the  Present  and  the  Future  of  the  events  and  achievements 
of  the  Past,  is,  in  an  important  sense  in  proportion  to  the  accuracy  with 
which  those  events  and  achievements  are  chronicled  and  the  care  with 
which  they  are  preserved.  The  esteem  in  which  ancient  books  and  mana« 
scripts  are  held,  attests  this  ;  yet  we  are  so  apt  to  forget  the  recent  past 
in  the  stirring.demand8  of  the  present,  that,  ere  we  are  aware,  its  records 
are  lost,  and  the  future  becomes  sadly  a  loser  by  this  neglect. 

The  author  of  this  paper,  while  endeavoring  during  the  past  year  to  com- 
plete files  of  educational  documents  for  the  Department  of  Public  Instruc- 
tion, and  for  his  private  library,  has  been  amazed  to  find  how  completely 
certain  numbers  of  almost  every  series  of  school  reports  and  school  Journals 
have  been  exhausted,  and  how  impossible,  with  the  means  at  his  command, 
to  complete  files.  Of  the  District  School  Journal,  it  may  be  questioned 
whether  there  are  five  complete  files  in  the  State.  I  know  of  but  one. 
The  Teachers'  Advocate  and  Journal  is  also  scarce,  and  even  a  complete 


Stale  Tea/cJierd  Aseociatian.  837 

set  of  the  Teachib  is  difflenU  to  be  obtained.  Horace  Mann*8  Reports  as 
Secretary  of  the  Massachusetts  Board  of  Education  hare  commanded  as 
high  as  $25,  and  I  know  of  no  copy  which  can  now  be  obtained  at  that 
price.  The  Department  of  Public  Instruction  of  this  State  had  no  com- 
plete file  of  its  own  reports,  ftirther  back  than  1868,  until  by  great  effort 
and  expense  a  single  set  from  1840  was  obtained  in  the  way  before  indicated. 

It  is  the  object  of  this  paper,  to  propose  the  establishment  of  an  Educa- 
tional Exchange  for  the  collection  and  distribution  of  odd  numbers  and 
Tolumes  of  rare  educational  books  and  pamphlets.  Many  such  are  in 
single  numbers  or  broken  volumes  scattered  throughout  the  country,  and 
are  of  little  comparative  value  to  most  persons  into  whose  hands  they  havo 
Ikllen.  These  might,  through  such  an  Exchange,  be  collected,  collated 
and  preserved,  and  held  subject  to  such  orders  as  should  bring  together 
complete  sets  for  permanent  preservation. 

Had  a  movement  of  this  kind  been  inaugurated  before  the  war,  thou- 
sands of  valuable  pamphlets  might  have  been  preserved,  which  have  found 
their  way  to*  the  paper-makers. 

It  is  also  suggested  that  the  Exchange  might  be  a  depositary  of  old 
school  books,  and  of  current  educational  publications. 

There  miglit  also,  as  shall  seem  judicious,  be  added  something  in  the 
nature  of  an  agency  to  supply  teachers  with  schools,  and  schools  with 
teachers — free  to  those  who  are  members  and  contributors  to  the  Ex- 
change. 

It  is  proposed  that  this  Educational  Exchange  be  connected  with  the 
office  of  the  corresponding  Secretary,  and  under  the  management  of  the 
Board  of  officers  of  this  association,  and  that  its  public  business  be  carried 
on  through  the  New  York  Teacher. 

The  Corresponding  Secretary,  charged  with  the  care  and  duties  of  tho 
business,  shall  report  annually  in  detail.  His  accounts  shall  be  audited  by 
the  finance  committee,  and  he  shall  be  allowed  such  compensation,  aocord- 
ing  to  the  services  performed,  as  the  auditing  committee  shall  determine. 

Regular  membership  shall  be  fifty  cents  per  annum,  and  shall  entitle  to 
simple  announcements  of  books  wanted  and  for  sale,  and  to  exchange 
(including  necessary  correspondence)  without  commission.  A  fixed  rate 
shall  be  charged  for  general  advertising,  for  books  or  pamphlets  wanted 
or  offered  for  sale  or  exchange. 

Donations  shall  be  solicited,  and  the  officers,  in  their  discretion  shall 
make  such  collections  as  in  their  judgment  will  further  the  object  herein 
set  forth. 

From  time  to  time,  shall  be  published  lists  of  books  and  pamphlets  on 
hand,  and  such  measures  shall  be  taken  as  to  awaken  and  keep  alive  an 
interest  in  matters  of  this  nature. 


338  Anniveraary  of  the  New  York 

It  is  recommended  that  the  oorresponding  Secretary  be  empowered  to 
make  such  arrangement  with  the  University  ConTOcation,  or  with  a  com- 
mittee of  that  body  as  to  secure  their  cooperation. 

Miss  PoTTEBthen  read  from  St.  PauVs  ''Charity ;"  Reading  Class  in 
•«  Gray's  Elegy."    She  finished  by  reading  «*  Anabel  Lee." 

The  committee  on  Improved  Methods  in  lieu  of  a  formal  report,  presented 
an  object  lesson,  conducted  by  Miss  Ellen  Seaveb,  of  Oswego. 

The  following  is  a  sketch  of  the  lesson : 

LESSON  ON  THE  MUSTARD  AND  CATNIP  PLANTS. 

PoiHT — The  differences  of  the  two  plants. 

Method — The  teacher  presented  several  specimens  of  each  kind.  The 
class  named  them  and  stated  the  fact,  that  differences  existed  between 
them.  They  were  then  required  to  find  any  difference.  The  difference  in 
color  of  the  blossom  was  observed  and  stated  as  found  in  the  summary. 

They  examined  the  stems  next  and  found  one  to  be  four  sided,  and  cov- 
ered with  short  white  fur  or 'down.  The  terms  down  and  fur  were  given 
by  the  class.  The  other  stem  was  found  to  be  round  and  sniDoth.  These 
ideas  were  embodied  in  sentences  as  found  in  the  summary  and  written 
on  the  board. 

The  leaves  of  one  were  found  to  bo  scalloped  and  downy,  those  of  the 
other  were  said  to  be  pointed.  These  points  were  represented  on  the  board, 
and  the  class  said  they  looked  like  the  edge  of  a  saw ;  that  those  points  in 
the  saw  are  called  teeth,  after  which,  they  said  these  points  of  the  leaf 
might  be  called  teeth.  The  term  toothed  was  obtained  f^om  this  idea. 
They  found  these  leaves  to  be  smooth.  Teacher  represented  on  the  board 
the  stems  of  the  plant  with  one  leaf,  and  desired  the  class  to  say  where  the 
leaf  nearest  to  that  should  be  placed.  The  position  was  given  correctly  and 
the  arrangement  said  to  be  opposite.  The  same  was  done  to  obtain  the 
arrangement  of  the  leaves  in  the  mustard.  Statements  containing  the 
ideas  developed  were  given  and  written  on  the  board.  The  summary  wai 
read  Arom  the  board  and  the  class  required  to  give  any  difference  that  had 
been  discovered.  The  teacher  talked  with  the  class  about  the  probability 
of  finding  other  plants  resembling  these,  and  desired  to  look  for  such 
examples. 

The  reason  for  the  name  catnip  being  given  to  the  plant  was  given  by 
class. 

The  children  said  they  had  read  about  the  mustard  plant  in  the  bible 
and  gave  the  substance  of  the  parable. 

The  Summary  stood  thus  on  the  Board. 
The  mustard  and  catnip  plants. 

The  blossoms  of  the  mustard  plant  are  yellow,  but  those  of  the  catnip 
are  purple  and  white. 
The  mustard  stem  is  round  and  smooth. 
The  catnip  stem  is  four  sided  and  downy. 


State  Teacherff  Asaociation.  339 

The  eatnlp  leayes  arc  soalloped,  downy  and  grow  opposite. 

The  mustard  Icayes  are  smooth,  toothed  and  grow  one  above  the  other. 

These  plants  differ  in  taste. 

Duet  by  two  young  ladies,  aocompanied  by  Prof.  Baker  on  the  Piano. 

On  motion  of  Dr.  Cruikshamk  a  committee  was  appointed  to  prepare 
suitable  resolutions  on  the  decease  of  C.  H.  Gildkrsleeve. 

The  Chair  appointed  J.  W.  Bulklbt,  J.  S.  Fosdick,  and  Miss  Emily  A. 
Rice. 

Mr.  Cavert  then  read  a  paper  on  The  English  Language  and  Literature  as 
an  Educational  Force. 

Aiyoumed. 

AFTERNOON   SESSION. 

The  exercises  were  opened  at  2}  o'clock,  with  a  song  by  Prof.  Munsoic. 

The  Treasurer  reported  the  condition  of  the  finances. 

Dr.  Thomson  offered  the  following  resolution  which  was  adopted. 

Resolvedy  That  a  committee  of  three  be  appointed  to  memorialize  the  legis- 
lature of  the  Coramonwealth  for  an  annual  appropriation  of  $200,  to  aid  in 
tbe  accomplishment  uf  the  important  objects  of  this  Association. 

The  report  of  Committee  on  condition  of  Education  was  taken  up  and 
the  6th,  7th,  Slli  au«l  U(h  resolutions  were  adopted. 

Mr.  Baru  offered  the  following  as  a  substitute  for  the  tenth  resolution : 

Resohed,  That  while  wo  would  encourage  special  education  for  the  pur- 
pose of  more  fujly  preparing  our  youth  for  usefulness  in  the  various  fields 
of  active  duty,  we  do  nevertheless,  most  sincerely  and  decidedly  deprecate 
the  gprowing  tendency  of  the  times  towards  special  education  to  the  neglect 
of  thorough  and  systematic  instruction  iu  the  branches  of  a  liberal  English 
Education. 

Mr.  KiCE  defended  business  colleges,  and  special  education. 

Dr.  Cruikshank  spoke  at  length,  urging  the  original  resolution. 

Mr.  Barker  supported  the  same  views. 

Mr.  Barr  explained  the  nature  of  this  resolution. 

The  substitute  was  adopted. 

The  sixth  resolution  was  reconsidered,  and  Mr.  Barb  offered  the  follow- 
ing substitute  which  was  adopted : 

Rtsolvedy  That  the  best  interests  of  common  school  education  impera- 
tively demand  that  school  commissioners  should  devote  all  their  time  and 
energies  to  a  thorough  and  faithful  discharge  of  the  duties  of  their  ofiice ; 
and  that  we  recommend  to  the  legislature  as  an  indispensable  pre-requisite, 
that  the  salary  attached  to  the  office  of  school  commissioner  be  immediately 
and  largely  increased. 

Mr.  Veooman  from  committee  on  time  and  place  of  next  meeting  reported 
that  the  association  meet  at  Auburn  the  3d  week  of  July. 

Tbe  question  was  divided  and  the  4th  Tuesday  was  fixed  as  the  time. 
Auburn  was  adopted  as  the  place. 

The  resolutions  (2d  and  3d)  respecting  auxiliary  associations  wero  taken 
ap  and  after  discussion  were  both  lost. 

Song  by  a  little  miss,  Lillie  Anthony. 

Miss  Potter  recited  **  Sheridan's  Ride." 

[Vol.  XV,  No.  11.]  23 


340  Anniverfiary  of  tfie  New  York 

Mr.  Denison  moyed  that  James  Q.  Clark  be  reqaested  to  sing. 
The  motion  was  laid  on  the  table. 
Mrs.  Randall  read  **  Roger  and  I/' 

Mr.  BuLKLET  from  the  committee  appointed  for  that  purpose,  submitted 
the  following  resolution  commemorative  of  our  late  associate,  Chablxs  U. 

QlLDBBSLBEVE  S 

Whebeas,  God  in  the  mysterious  dispensation  of  his  providence,  has  sud- 
denly called  from  the  bosom  of  his  aflfcctionate  family,  from  a  large  circle  of 
appreciative  friends,  and  from  the  activities  of  an  engrossing  business, 
our  oo-laborer,  friend  and  brother,  C.  H.  Qildersleive,  therefore. 

Resolved,  That  in  the  death  of  Mr.  Gildebsleeve,  the  affectionate  hus- 
band, the  loving  father,  the  warm-hearted  and  earnest  Christian,  the  intel- 
ligent and  successful  teacher,  and  the  honorable  man  of  business,  has 
passed  away  from  earth,  and  all  its  cares  and  sorrows,  to  a  better  world, 
where  all  is  joy  unspeakable  and  full  of  glory. 

Resolved,  That  while  we  mourn  the  loss  of  our  loved  firiend,  we  rejoice  in 
the  bright  example  he  gave  of  all  that  is  lovely  and  of  good  report;  that 
this  providence  should  stimulate  us  to  emulate  his  virtues,  that  through 
grace,  we  may  with  him  receive  the  benediction  of  the  Gbjcat  Tbachbb,  of 
**  Well  done,  good  and  faithful  servant." 

Resolved,  That  to  the  family  of  our  brother,  we  tender  our  sincere  oob- 
dolenoe  on  their  bereavement,  and  pray  that  God  will  be  the  husband  of 
the  widow  and  the  father  of  the  fatherless. 

Resolved,  That  a  certified  copy  of  these  resolutions  be  sent  to  the  family 
of  the  deceased,  and  published  in  the  N.  Y.  Teacher,  and  that  the  committee 
prepare  a  biographical  sketch  to  be  published  in  the  same. 
The  report  was  adopted.  ' 

Pending  the  adoption  of  this  resolution,  Mr.  Bulkley  paid  a  Just  and 
elegant  tribute  to  the  memory  of  the  deceased. 
The  resolutions  were  adopted. 

Mr.  Cbuttekden  by  unanimous  consent  offered  the  following : 
Whebbas,  The  Atlantic  Cable  has  been  successfully  relaid,  is  now,  and 
bids  fair  to  continue  to  be,  the  connecting  nerve  between  the  nations  of  the 
old  and  those  of  the  now  world,  and 

Whereas,  Every  new  achievement  in  the  arts  leads  to  new  diseoveries 
in  the  sciences,  and  thus  enlarges  the  domains  of  knowledge,  therefore. 

Resolved,  That  we,  the  members  of  this  Association,  and  teachera  of  the 
Empire  State,  do  most  cheerfully  accept  the  new  responsibilities  devolved 
upon  us. 

Resolved,  That  in  humble  reliance  on  Divine  aid,  we  will  endeavor  so  to 
work,  and  so  to  influence  others,  as  to  make  this  new  exhibition  of  hnmaa 
skill  a  new  step  toward  that  Millenial  Period,  for  whioh  our  raoe  is  fitted, 
and  to  which  it  is  destined. 

Resolved,  That  we  hereby  tender  our  sincere  congratnlationa  to  those 
who  planned  and  those  who  executed  this  most  wonderful  of  human 
achievements. 

Resolved,  That  the  genius  exhibited  in  its  designs,  the  skill  shown  in  its 
coustruction,  and  the  high  courage  displayed  in  its  execution,  are  noble 
examples  of  the  capabilities  of  our  race ;  should  be  powerful  incentives  to 
men  in  all  human  pursuits,  to  plan  and  to  labor  as  the  sure  means  by  which 
under  Providence,  all  human  enterprises  are  brought  to  suocessful  issues. 

The  resolutions  were  adopted. 


Slaie  Toachera^  AsaodaMon.  341 

ProfetBor  Olivir  Arbt  of  Albany,  then  read  a  papev  upon  the  Funo- 
tions  of  the  Normal  School. 

Prof.  JiWELL  moved  that  the  thanks  of  the  Association  be  presented  to 
Prof.  Arey  and  the  endorsement  of  the  report. 

He  supported  his  motion  by  a  reference  tq  the  imperfect  preparation  of 
candidates. 

The  resolation  was  adopted. 

Dr.  Thomson,  fpom  the  committee  to  nominate  officers  reported  as  follows  ; 

Fretident, 
S.  G.  WILLIAMS,  of  Ithaca. 

Vice  Presidents, 
D.  S.  HEFFRON,  of  Utioa,  A.  G.  MERWIN,  of  Port  Jefferson, 

WM.  N.  BARRINGER,  of  Troy,  D.  C.  RUMSBY,  of  Batavia. 

Corresponding  Seeretart/, 
JAMES  CRUIRSHANK,  of  Brooklyn. 

Recording  Secretaries, 
JAMES  W.  BARKER,  of  Buffalo,         J.  DORMAN  STEELE,  of  Elmira. 

Treasurer. 
M.  P.  CAVERT,  of  Albany. 

A  ballot  was  ordered  and  the  Chair  appointed  as  tellers  Messrs.  Bakrin- 
OER,  Pooler,  Hoose  and  MoRSHOuaE. 

During  the  ballot  Dr.  Thomson  offered  the  following  : 

Resolved,  That  a  committee  of  three  be  appointed  by  the  Chair,  to  report 
on  the  importance  and  practicability  of  adopting  a  decimal  system  of 
weights  and  measures,  as  standards  for  business  and  scientific  purposes 
throughout  our  country. 

On  motion  of  Professor  Jewell,  the  Committee  on  Curriculum  of  studies 
was  continued,  to  report  next  year. 

The  chair  appointed  on  Decimal  system.  Dr.  J.  B.  Thomson,  J.  W. 
Barker  and  Mr.  Harrison  of  New  York. 

Dr.  Cruikshank  invited  the  members  to  attend  the  meeting  of  the  Na- 
tional Teachers'  Association  at  Indianapolis. 

The  President  read  a  letter  of  invitation  from  Rev.  B.  G.  Northrop,  the 
President  of  the  American  Institute  of  Instruction  to  attend  the  meeting  of 
that  body  at  Burlington. 

Messrs.  V.  M.  Rice,  M.  P.  Cayert  and  Oliver  Aret  were  appointed  a 
committee  to  memorialize  the  legislature  for  pecuniary  aid  to  this  Asso- 
ciation. 

The  persons  named  in  the  report  of  the  committee  were  on  counting  the 
ballots,  severally  declared  elected  as  officers  of  the  Association. 

Messrs.  Babr  and  Tozeb  conducted  the  President  elect  to  the  Chair. 

Mr.  Williams  in  a  few  fitting  words  thanked  the  Association  for  the  honor 
conferred,  and  gracefully  alluded  to  the  princely  munificence  of  I|oi|.  Ekra 
Cornell,  in  the  establishment  qf  ^hp  Cornell  Uniyersytt. 


342       Anniversary  of  the  Teachers'  ABSodaiion. 

The  Corresponding    Secretary  road  a  letter  f^om  Profeseor  Datim, 
enaloBing  one  f^om  Mrs.  Emma  Willard,  which  was  also  read. 
Adjourned. 


EVENING    SESSION. 

Met  at  1\  o'clock. 

Mr.  Mkrwih,  from  the  standing  committee  on  resolutions,  reported  the 
following : 

[General  resolutions,  and  resolutions  of  thanks,  to  Trustees  of  the  Til- 
lage, Citizens,  Speakers,  Clergy,  Prof.  Munson,  Choir,  Mr.  Ellis,  and 
others.  We  regret  that  wo  have  received  no  copies  of  the  resolutions,  and 
cannot  give  them  entire.     Ed.] 

Mr.  Barb  offered  the  following  resolution,  which  was  unanimously 
adopted : 

Whereas,  The  Hon.  Ezra  Cornell  has,  by  the  gift  of  five  hundred  thoa- 
sand  dollars,  established  upon  a  permanent  basis  the  Cornell  University, 
and,  by  so  princely  an  endowment  i«ccured  it  against  all  future  financial 
disaster,  thus  heralding  the  advance  of  free  education  in  the  highest  de- 
partments of  intellectual,  culture,  encouraging  and  strengthening  the 
friends  of  popular  education  ;    therefore, 

Rr.9olvcdy  That  we  hail  the  Hon.  Ezra  Cornell  as  our  brother  and  friend 
in  the  great  cause  of  free  popular  education,  and  do  hereby  tender  him 
our  sincere  and  deepest  thanks  for  the  great  and  benevolent  work  which 
he  has  wrought  for  the  Empire  State ;  and  do  assure  him  that  he  has 
thereby  enrolled  himself  for  all  time  among  the  noblest  sons  of  New  York, 
and  enshrined  himself  in  our  hearts  as  one  of  the  warmest  and  wisest 
friends  of  humanity. 

The  reading  of  the  minutes  was  dispensed  with. 

A  song  and  chorus,  **  Like  as  a  father  pitieth  his  children"  were  most 
effectively  rendered. 

Rev.  Dr.  Jackson,  President  of  Hobart  Free  College,  then  addressed 
the  Association,  on  The  Moral  Atmosphere  of  the  School  Room, 

Quartette — ''Beautiful  Hills.''  The  piece  was  loudly  encored,  and 
repeated. 

Quartette  of  gentlemen  —  "The  Two  Roses." 

The  chair  appointed  as  committee  to  memorialize  Senators  and  Repre- 
sentatives on  National  Bureau:  S.  G.  Williams,  president;  James Cbuik- 
shank,  Corresponding  Secretary ;  J.  W.  Barker,  Recording  Secretary. 

Mb.  Sweet,  of  Syracuse,  read  a  poem,  *«  Boarding  Round." 

Solo  and  chorus —  ''The  Stone  which  the  Builders  refused." 

The  thanks  of  the  association  were  extended  to  Dr.  Jackson  for  his 
address  and  to  Mr.  Sweet  for  his  poem. 

Senator  Folger  having  been  loudly  and  persistently  called  for, 
spoke  brietly,  but  eloquently  of  the  importance  of  this  convention —>  the 
glorious  purposes  of  which  it  is  the  exponent. 


AsaodcUion  of  School  Oommiaaionera.  343 

On  motion  of  Mr.  Barker,  the  following  resolution  was  adopted  unani- 
moiislj. 

RetolvSlly  That  the  thanks  of  this  association  are  eminently  due,  and  are 
hereby  tendered  to  our  retiring  President,  Mr.  Jam  as  Atwatsb,  for  the 
able  and  impartial  manner  in  whioh  he  has  presided  in  this  body  during 
its  session  now  closing. 

Thanks  were  tendered  to  the  N.  Y.  Tribune^  Rochester  Democrat^  Syra- 
cuse Standard,  and  Buffalo  Courier,  for  the  full  and  correct  report,  of  the 
proceedings  of  the  association  which  have  appeared  in  their  columns. 

On  motion  of  Mr,  Bulkley,  the  hearty  thanks  of  the  association  wore 
extended  to  Mr.  W.  H.  Vrooman,  for  his  untiring  labor  in  making  prepa- 
ration  for  the  meeting  and  for  his  constant  efforts  during  its  sessions  to 
provide  for  the  comfort  and  entertainment  of  its  members. 

Mr.  Vrooman  was  called  upon  and  spoke  briefly. 

Mr.  Bulkley  upon  invitation  spoke  with  his  usual  fire  and  spirit,  recount- 
ing the  history  and  influence  of  this  association. 

The  President  made  some  appropriate  closing  remarks.  ' 

The  vast  audience  then  joined  in  singing  Old  Hundred,  when  the  Bene- 
diction was  pronounced  by  Rev.  Dr.  Jackson,  and  the  association  was 
declared  adijourned. 

The  next  meeting  will  be  held  in  Auburn,  commencing  the  fourth  Tues- 
day in  July,  18G7. 


Association  of  School  Commissioners  and  Superintendents. 

ANNUAL  MEETING. 

Gehbva,  Julj/  80,  1866. 

The  Association  met  in  the  Union  School  Hall,  Geneva,  at  4  p.  m.,  and 
was  called  to  order  by  the  President,  John  W.  Bulklet,  of  Brooklyn. 

Prayer  was  offered  by  Supt.  D.  S.  HsrrBON  of  Utica. 

W.  H.  Vroomam,  Esq.,  chairman  of  the  local  committee,  introduced  a 
large  company  of  young  misses,  pupils  of  the  Union  School,  who  gave  a 
Bong  of  welcome. 

On  motion  of  Supt.  Danforth  of  Troy,  the  President's  address  was 
postponed  till  evening. 

On  motion  of  Supt.  Oruikshank,  of  Brooklyn,  the  foUowiug  question, 
from  the  printed  order  of  exercises,  was  taken  up  for  discussion : 

Should  Common  School  teachers  in  the  rural  dietricts  report  directly  to  eofn- 
mieeioneri,  and  upon  tchat  points  f 


344  AsaocicUion  of  School 

Suptk  Cbuikshank  belicyed  that  much  greater  accuracy  would  be  se- 
cured, in  the  reports  now  required  by  the  State  Superintendent,  if  teachers 
were  required  to  make  up  a  record  of  such  statistics  as  fall  within  their 
own  knowledge,  and  to  assist  trustees  in  others.  Facts  of  attendance, 
studies  pursued,  and  a  detail  of  the  classification  of  the  school,  and  other 
particulars  should  be  given.  Experience  has  shown  that  in  many  instances 
trustees  fail  to  report  correctly  the  few  items  now  required  ;  but  it  is  be- 
licTed  that  any  competent  teach^  caii  report  correctly  in  regard  to  any 
matter  of  Which  he  can  find  the  data. 

The  subject  was  further  discussed  by  Mr.  Button  of  Geneya,  Supt. 
Heffron  of  Utica;  and  Commissioners  Moon,  of  Herkimer;  Wright,  of  On- 
ondaga; Rum  sey,  of  Genesee;  Pooler,  of  Oneida ;  and  Wilkinson,  Of  Cayuga. 

Laid  on  table  for  further  consideration.     Adjourned  till  eyening. 

EVENING   SESSION. 
The  ABsociation  met  at  8  o'clock.     President  Bulklbt  deliyered  an  able 
and  earnest  address  on  The  Dutiet  and  Reaporuibilitiet  of  School  ojfficert, 

PRESIDENT  BULKLEY'S   ADDRESS. 

He  said :  We  represent  power.  We  are  to  perform  the  functions  of  our 
office,  not  merely  according  to  the  letter  of  the  law,  but  in  the  interest 
of  an  enlightened  and  progressiye  public  sentiment.  We  are,  in  onr 
intercourse  with  teachers,  not  to  exercise  authority  alone.  Our  office 
is  in  some  senee,  parental.  The  majority  of  teachers  are  young  and 
inexperienced.  They  need  sympathy,  counsel  and  guidance.  It  is,  we 
shall  find,  one  thing  to  haye  a  technical  knowledge  of  a  subject ;  quite 
another  thing  to  teach  it  well.  More  have  failed  Arom  lack  of  skill,  than 
f^om  want  of  learning.  **The  letter  killcth,  but  the  spirit  maketh  aliye." 
How  shall  wo  most  efifcctually  magnify  our  office  ?  We  must  haye  the 
right  spirit  ourseWes,  and  must  be  able  to  enter  into  the  details  of  the 
teacher's  work.  There  is  dancror  that  the  fundamental  things  be  neglected. 
If  the  child  is  not  well-grounded  in  spelling,  reading  and  other  such 
things,  no  after  culture  can  make  up  for  the  neglect,  and  our  teachers 
must  bo  made  to  insist  upon  these. 

Our  reading  must  not  be  mere  word  calling.  A  single  sentence  is 
better  than  a  page,  £^rery  word  and  thought  should  be  analysed  and 
made  vital :  nor  must  there  be  too  many  studies.  We  can  afford  to  make 
haste  slowly.  Bishop  Potter  had  said  that  it  only  needed  the  introduction 
of  Hebrew  into  our  common  schools,  to  make  the  *' cramming  process'* 
complete. 

Sometimes  the  influence  of  the  school  officer  is  vitiated  from  his  manner. 
Toung  and  diffident  teachers  need  encouragement ;  and  many  a  one's  pro- 
fessional prospects  are  ruined  through  the  Iiarshness  and  want  of  sympathy 
of  the  examining  officer.  Mr.  Bulklcy  gave  instances  in  which  a  wise  dis- 
cretion had  transformed  a  diffident,  and  hence  an  apparently  incompetent 
girl  into  a  first  class  teacher. 


Oommiseionera  aivA  Superi7Uend€nt8.  345 

We  haye  met  for  a  comparison  of  riews  and  experiences — without  pre- 
judice, to  develop  the  highest  truth.  Acting  as  earnest  seekers  for  the 
right,  wo  shall  kindle  a  flame  upon  our  altars,  that  Will  neyer  go  out. 

Commissioner  Smtdsr  of  Tompkins,  from  the  committee  on  Constitution 
rendered  a  report,  whi«h  with  little  modifications  was  adopted  as  fallows  : 

PREAMBLE. 
We  the  undersigned,  Commissioners  and  Superintendents  of  schools  of 
the  state  of  New  York,  in  order  to  secure  unity  and  efficiency  cf  action, 
and  to  elevate  the  standard  of  public  education  in  this  State  do  form  our- 
selves into  an  association  and  adopt  the  following : 

CONSTITUTION. 

Articlb  1.  This  society  shall  be  known  by  the  name  of  the  Association 
of  School  Commissioners  and  Superintendents  of  the  state  of  New  York. 

Article  2.  The  Superintendent  of  Public  Instruction,  Deputy  Superin- 
tendent, School  Commissioners,  Superintendents,  Clerks  of  Boards  of  Edu- 
cation or  other  persons  performing  the  duties  of  supervision  under  the 
direction  of  any  Board  of  Education  in  this  State  shall  be  considered  mem- 
bers of  this  Association  by  signing  the  Constitution  and  paying  an  annual 
fee  of  fifty  cents. 

Article  8.  The  officers  of  this  Association  shall  be  a  President,  Vice- 
President,  Secretary  and  Treasurer,  who  shall  severally  discharge  the  duties 
usually  devolving  upon  such  officers. 

Article  4.  All  officers  of  this  Association  shall  be  elected  annually  as 
the  first  order  of  business  at  the  afternoon  session  of  the  second  day,  but 
shall  not  enter  upon  their  official  duties  until  the  close  of  the  session. 

Article  6.  The  annual  meeting  of  this  Association  shall  be  held  on  the 
day  previous  to  the  annual  meeting  of  the  New  York  State  Teachers'  Asso- 
ciation. 

Article  6.  Any  person  having  once  held  the  office  of  Commissioner  or 
Superintendent,  but  whose  term  of  office  has  expired,  shall  be  regarded  as 
an  honorary  member  of  this  association. 

Article  7.  No  money  shall  be  paid  by  the  Treasurer,  except  by  the 
order  of  the  President,  countersigned  by  the  Recording  Secretary. 

Article  8.  This  Constitution  may  be  altered  or  amended  at  any  annual 
meeting  of  the  Association  by  a  vote  of  two  thirds  of  the  members  present. 

Dr.  James  B.  Thomson  of  New  York,  was  on  motion  invited  to  sit  with 
the  Association  as  an  honorary  member. 

On  motion  of  Supt.  Crdikshank,  the  question.  Should  common  school 
teachers  in  the  rural  districts  report  directly  to  commissioners,  and  upon 
what  points  ?  was  referred  to  a  committee  of  three.  The  chair  appointed 
Messrs.  S.  D.  Barr,  A.  Sntder,  J.  0.  Wriout. 

On  motion  of  Supt.  Sheldon,  the  chair  appointed  a  business  committee 
aa  follows :  E.  A  Sheldon,  A.  J.  Lano,  W.  N.  Babbingir. 


346  Asaodation  of  School 


Hec«Bd  Day  —  Mornlnc  8cMt«B. 

The  Associalion  met  at  9  a.  m.,  President  Bulklky  in  the  chair.  IVayer 
by  the  Rer.  Israel  Wilkiksoit.  A  song  was  rendered  Yery  effectively  by 
the  young  ladies  of  Mr.  Vrooxan's  school. 

The  minutes  were  read  by  the  Secretary. 

Supt.  Sheldon  from  the  business  committee,  reported  an  order  of  exer- 
cises. 

Dept.  Supt.  Barb,  from  the  special  committee  on  reports  of  common 

school  teachers,  reported  the  following  resolutions : 

Resolved,  Thnt  common  school  teachers  in  the  rural  districts  should,  at 
fixed  intervals,  make  and  forward  to  the  School  Commissioner  a  report, 
stating  the  number  of  pupils  registered  as  attending  the  school;  the  ave- 
rage daily  attendance  of  pupils  during  the  time  embraced  in  the  report; 
the  number  and  nature  of  the  departments  in  the  school ;  the  programme 
of  exercises  adopted  and  followed  by  the  teacher  or  teachers  in  each ;  the 
branches  of  study  and  practice  pursued,  and  the  names  of  the  authors  of 
the  text-books  used,  the  number  of  clas9es  in  each  branch,  and  the  grade 
of  advancement  and  the  number  of  pupils  in  each  claHS ;  the  number  of 
visitations  by  school  ofticers  and  patrons  respectively;  the  methods  of 
instruction  pursued  in  the  branches  respectively;  the  date  of  com- 
mencement of  service  of  the  teacher,  the  time  for  which  the  teacher  is 
engaged,  and  the  time  at  which  the  term  will  probably  close  ;  the  wages 
to  be  paid  the  teacher;  an  answer  to  the  question — **  Does  the  teacher 
board  around?" — the  grade  of  license  held  by  the  teacher,  the  date  of 
such  license,  the  time  at  which  it  will  expire,  and  the  authority  by  whom 
it  was  given ;  and  many  other  matters  of  importance. 

Resolved^  That  the  form  of  such  report  should  be  prescribed  by  the 
School  Oommif«flioner,  and  approved  by  the  Superintendent  of  Publie 
Instruction ;  or,  what  is  preferable,  that  the  nubstance  and  mode  of  report 
should  be  uniform  and  general  for  ull  tlio  several  districts,  and  should  be 
prescribed  by  the  Superintendent  of  Public  Instruction. 

S.  D.  Barb,       ^ 
A.  Sktiier,        >Com 
J.  0.  Wright.  J 
The  first  resolution  was  taken  up  for  discussion. 

Supt.  FuHDiCK  believed  that  the  resolution  required  too  much  of  the 
teacher.     There  would  be  no  end  to  reports. 

Com.  Snyder  said  that  few  teachers  have  any  just  idea  of  their  duties, 
and  the  actual  condition  of  the  school  can  not  bo  ascertained  by  the  com- 
missioner from  personal  visitation,  in  time  to  circumvent  erroneous  methods 
and  practices.     Ho  urged  the  adoption  of  the  resolution. 

Dcp.  Supt.  Baur  said  that  instead  of  embarrassing  the  teacher,  the  spe- 
cific form  of  the  report  suggested  would  indicate  exactly  what  to  do. 
Teachers  should  be  required  to  give  an  account  of  their  stewardship,  and 
should  be  amenable  to  the  Commissioner.  Each  commissioner  should  meet 
his  teachers  by  towns,  and  the  instruction  ho  gives  them  in  methods  should 
be  carried  out  in  their  schools.  The  adoption  of  this  plan  would  produce 
some  degree  of  efficiency  in  the  schools,  and  those  reports  and  drills  will 
become  an  efficient  means  to  this  end.  If  any  teacher  is  too  indolent  for 
these  duties,  let  bis  license  be  withheld. 


Ccmimisswvhera  and  Sufpermtendents.  347 

Supt.  Sheldon  believed  that  a  full  and  elaborate  report  should  be  made 
upon  this  subject,  reducing  it  to  form.  He  moved  that  the  subject  be  re- 
committed to  same  committee  to  report  at  next  meeting. 

Mr.  Lavo  believed  that  there  was  no  propriety  in  deferring  the  matter. 
Let  us  try  so  much  as  has  been  suggested,  and  give  results  next  year. 

Hon.  Supt.  RicB  said  that  few  teachers  know  how  to  make  such  reports. 
Their  practical  business  education  has  been  neglected.  Teachers  deteriorate, 
and  after  twenty  years  of  service  they  are  less  competent  than  when  they 
began.  The  imposing  of  this  duty  will  be  of  great  value,  and  educate  them 
to  business  habits.  Ho  also  recommended  that  pupils  be  required  to  write 
impromptu  compositions  to  the  end  that  they  become  ready.  We  need  this 
practical  culture  to  make  men  of  force —  the  agents  of  the  world's  pro- 
gress. He  (the  speaker)  might  have  been  something  himself,  with  two  or 
three  commissioners  behind  him  whipping  him  up.  [The  chairman  said, 
*•  No  doubt  you  would  have  been  smarter  under  it."] 
The  motion  to  re-commit  was  lost. 

Supt.  Cruiksuark  moved  to  recommit  with  instruction  to  report  at  an 
adjourned  session  during  the  present  week. 

Mr.  Beattib,  of  Dunkirk,  belioved  that  the  plan  of  such  reports  was 
more  in  favor  of  the  teachers  than  the  commisiiiouers. 
Com.  Wilkinson  advocated  the  motion. 
The  motion  was  adopted. 

Mr.  Sheldon  was  on  motion  added  to  that  committee. 
Committee  ordered  to  report  Thursday  morning  at  8  o'clock. 
The  question  on  a  course  of  studies  for  common  schools,  was  passed  over 
in  view  of  a  report  to  be  rendered  at  the  Teachers'  Association. 
school  examinations. 
The  question,  **  How  should  school  examinations  be  conducted?"  was 
taken  up. 

Commissioner  Wilkinson  gave  the  results  of  several  examinations  in 
arithmetic,  grammar,  geography  and  reading.  On  visiting  a  school  he 
was  accustomed  to  inquire,  how  far  have  they  advanced  ?  Where  did  they 
begin?  Teachers  to  examine  within  the  limit  at  his  suggestion.  The 
average  in  the  town  of  Cato  was  55  per  cent.  In  another  town  43  per  cent. 
He  is  able  to  trace  these  averages  to  their  proximate  causes.  By  making 
such  examinations,  the  relative  standing  of  the  schools  can  be  ascertained  ; 
an  interest  is  created. 

Commissioner  Tozsb,  of  Livingston,  said,  when  he  visits  a  school,  he  takes 
notes  of  the  things  to  be  criticised,  and  on  leaving  presents  them  to  the 
teacher  for  review,  and  the  results  are  most  salutary.  It  is  justice  to  the 
teachers  not  to  flatter  them,  but  to  deal  honestly  even  if  severely. 

Commissioner  Moon  of  Herkimer,  did  not  believe  in  a  system  of  marks 
and  figures,  but  in  giving  practical  illustrations  according  to  the  circum- 
stances of  thp  case. 

Commissioner  Ellebt  of  Cayuga,  found  great  diversity  in  his  schools, 


348  A99(xAaiiofi\  of  School 

and  oan  follow  no  slated  system,  but  makes  saggestions  toaohing  the 
points  of  most  evident  failure. 

The  President  haying  loft  the  chair,  said  that  the  examiner  must  be 
gOYerned  in  great  measure  by  the  evident  wants  of  the  school.  The  school 
should  also  be  taken  in  its  every-day  dress,  so  as  to  get  at  the  actual  facts 
of  attainment,  and  not  at  those  prepared  for  the  special  occasion.  He 
gaTe  several  practical  instances  of  the  evil  he  complained  of.  The  teacher 
should  not  bo  ignored.  We  want  to  see  their  methods  in  actual  operation, 
and  let  our  own  examinations  and  suggestions  be  often  incidental.  Exer- 
cises should  as  far  as  possible,  be  written.  It  might  indeed  be  well,  if  the 
results  of  all  the  pupils*  study  were  required  to  be  written  out. 

Supt.  FosDiCK  endorsed  Mr.  Bulklet's  views.  He  sometimes  gives  a 
question,  and  all  who  within  two  minutes  think  they  can  answer  the  ques- 
tion, stand.  The  question  is  then  answered  by  some  one  designated.  He 
also  adopted  a  novel  method.  Says  to  class :  A  week  from  to-day  I  will 
examine  you  in  mental  arithmetic.  I  will  ask  you  a  question,  and  you  may 
ask  me  one.  The  interest  was  intense.  He  gave  a  very  amusing  account 
of  the  results. 

Com.  Wright  of  Onondaga,  believed  that  at  different  times,  as  the  begin- 
ning and  end  of  term,  different  ends  should  be  kept  in  view  —  in  the  first 
case,  as  to  methods  of  conducting  recitations,  and  in  the  second,  the  results 
attained.  The  examiner  should  never  embarrass  the  teacher  in  the  presence 
of  the  school.  He  recommended  teachers'  meetings,  and  the  conducting  of 
a  recitation  with  pupils  of  the  place,  as  the  teacher  assigned  to  the  duty 
does  at  home. 

Supt.  Abbot  of  Kingston,  desired  to  know  what  kind  of  record  the 
examiners  should  keep,  and  to  whom,  if  any  one,  they  report. 

Com.  Pooler  remarked  that  the  object  should  be:  1,  To  ascertain  the 
condition  of  the  school  (could  thus  recommend  a  proper  teacher).  2,  To 
see  the  skill  of  the  teacher  (could  thus  recommend  her  for  a  better  position, 
if  competent).  Teacher  to  examine.  The  examiner  makis  suggestions  to 
class  of  methods  and  says  I  will  ask  your  teacher  to  try  this  plan.  This 
generally  secures  its  trial.  He  talks  to  children  for  the  benefit  of  the 
teacher,  so  that  she  is  compelled  to  give  attention.  In  reply  to  Mr.  Abbot 
he  said :  I  allot  a  page  of  a  blank  book  to  each  district,  and  after  examina- 
tion, state  facts  of  attendance,  order,  recitation,  etc.,  and  have  in  such 
recordalwaysa  standard  of  comparison  with  itself  and  with  other  districts. 

Com.  Wilkinson  road  a  sketch  of  such  report. 

Supt.  Sheldon  believed  examinations  to  be  a  necessity.  In  the  country 
the  commissioner  must  have  two  classes  of  visits '— the  **  every  day  dress'* 
visits  —  and  one  to  ascertain  thoroughly  the  actual  progress  and  condition 
of  the  school,  the  amount  passed  over,  with  test  questions  thereon  —  com- 
missioners to  mark  the  questions  desired,  and  teacher  to  make  the  exami- 
nation. 

Principals  of  schools  should  make  staled  examinations  and  report  results 
to  superintendent. 


Oommisaionera  and  Superintendents.  349 

RATE   BILLB. 

ihe  discussion  of  the  question  "  should  not  rate  bills  be  abolished  ?  "  was 
i4ken  up. 

Com.  Sntder  offered  the  following  resolution : 

Retolvedy  That  rate  bills  should  be  abolished. 

Reiolvedy  That  every  school  district  as  a  condition  to  its  sharing  in  the  pub- 
lic money  should  raise  by  tax  an  amount  at  least  equal  to  one-half  the 
publie  money  it  receives  from  the  state. 

Supl.  Heffbon  spoke  earnestly  in  favor  of  the  abolition  of  rate  bills, 
aspeoially  of  the  iigustice  to  teachers  from  delay  in  payment. 

Commissioner  McKindly  of  Saratoga,  found  the  best  schools  where 
here  are  the  largest  rate  bills.  What  we  pay  for  we  value.  He  does  not 
believe  a  local  tax  will  ever  work. 

Hon.  Supt.  Rice  favored  the  passage  of  the  resolution  for  the  abolition 
of  rate  bills.  He  said  his  friend  from  Saratoga  was  a  bachelor  and  did  not 
believe  in  educating  other  people's  children.  The  property  of  the  state 
should  educate  the  children.  Make  the  full  amount  as  far  as  possible,  say 
a  mill  and  a  half,  a  state  tax.  This  he  enforced  at  length,  and  gave  many 
instances  from  the  experience  of  the  Department.  We  must  make  the 
schools  all  free.  Mr.  Rice  then  went  into  an  elaborate  argument  for  free 
Bohools  and  the  justice  of  state  taxation. 

Dr.  Thomson  spoke  of  the  liberality  of  the  city  of  New  York  in  recogni- 
tion of  the  great  system  of  state  taxation  for  the  support  of  schools. 

Dep.  Supt.  Barb  offered  the  following  substitute : 

Resolved,  That  rate  bills  should  be  abolished  by  legal  enactment. 

Resolved,  That  the  state  tax  for  the  support  of  schools  should  be  at  once 
increased  to  at  least  1\  mill  on  each  dollar  of  the  valuation  of  taxable 
property  in  the  state  as  equalized  by  the  state  assessors,  and  that  in  each 
district  where  the  public  money  should  prove  insufScient  for  the  payment 
of  teachers'  wages,  the  balance  should  be  raised  by  tax  levied  on  the 
property  of  the  district. 

Pending  its  discussion,  adjourned  to  meet  at  2  o'clock. 

AFTERNOON  SESSION. 

The  association  met  at  2  o'clock.     Song  by  the  class  of  young  ladies. 

Com.  Lamo  fVom  (he  committee  to  nominate  officers  reported  as  follows. 

Pretidenty  Supt.  James  Cbuikshank,  Brooklyn. 

Vice  President,  Com.  A.  Snydeb,  Tompkins  Co. 

Secretary,  Com.  S.  Arnold  Tozee,  Livingston  Co. 

Treasurer,  Com.  Israel  Wilkinson,  Cayuga  Co. 

The  report  was  adopted,  and  the  gentlemen  named  were  declared  the 
officers  Of  the  association  for  the  ensuing  year. 

The  discussion  of  the  question  on  rate  bills  was  renewed. 

Commissioner  Snyder  believed  it  was  wise  that  the  local  districts  should 
pay  some  direct  tax.  He  believed  it  injudicious  to  apportion  a  large 
amount  of  public  money  to  the  district.  All  interest  is  lost.  The  tax  has 
lost  its  personal  character.     When  the  people  feel  the  tax  with  reference 


350  Asaociation  of  Sdiod 

to  its  uliimato  application,  they  appreciate  that  object.  lie  beliered  thai 
such  local  taxation  should  be  a  condition  precedent  to  the  receiying  of  the 
public  money.  The  result  of  state  taxation  alone  would  be  the  employ- 
ment of  teachers  at  an  amount  not  to  exceed  the  public  money. 

Dr.  TuoMsoN  urged,  from  the  argument  **  what  costs  nothing  is  worth 
nothing,"  that  the  whole  people  should  bo  taxed,  and  then  all  will  be  in- 
terested. 

He  placed  the  argument  for  free  and  liberal  education  on  the  benefit  to 
be  derlTed  to  society. 

Dep.  Supt.  Barr  said  :  It  is  settled  we  must  have  free  schools,  and  the 
question  is  whether  we  haye  local  or  state  taxation.  He  said  the  greatest 
source  of  litigation,  as  seen  in  the  records  of  the  Department,  arises  from 
cases  of  local  taxation. 

Commissioner  Lamq  has  changed  his  mind  since  he  has  been  a  school 
commissioner,  and  beliejes  in  free  schools.  The  rate  bill  shortens  the 
term  of  schools,  and  induces  the  employment  of  cheap  and  inefficient 
teachers. 

Commissioner  McKindlt  retorted  somewhat  sharply  to  the  remarks  of 
Mr.  KicE  this  morning. 

Commissioner  Pooler  instanced  seyeral  cases,  showing  that  loeal  taxa- 
tion in  many  instances  operates  even  to  the  dissolution  of  districts,  and 
depriying  the  children,  through  no  fault  of  theirs,  of  the  means  of  edoca- 
tion. 

Commissioner  Ellsrt  farored  state  taxation. 

Commissioner  Miller,  of  Chautauqua,  took  the  same  gronnd. 

Superintendent  Danforth  was  understood  to  adyooate  loeal  taxation. 

Commissioner  Curtice  referred  to  the  injustice,  where,  by  the  mere  acci- 
dent of  district  lines,  a  wealthy  man  is  one  district  rather  than  another, 
if  the  scheme  of  local  taxation  is  adopted. 

Commissioner  Lamq  offered  the  following  as  a  substitute. 

Resolved,  That  in  the  estimation  of  this  association,  the  rate  bill  system  if 
a  great  obstacle  to  popular  education,  and,  therefore,  we  would  recommend 
the  immediate  abolition  of  the  same. 

Mr.  Cruttenden,  of  Michigan,  (formerly  of  this  state),  detailed  some  of 
the  customs  of  that  state  (which  is  practically  a  colony  of  New  York),  and 
where  the  rate  bill  still  exists.  He  fayors  Mr.  Sntder's  resolution.  Be- 
lated an  amusing  instance  of  the  establishment  of  a  union  free  school  and 
the  success. 

Dep.  Supt.  Barr  and  Supt.  Cruikshank  spoke  at  length  of  the  facts 
and  statistics  to  which  they  have  had  access,  and  adyocated  state  taxation 
and  free  schools. 

Cominisdioncr  Lang's  substitute  was  lost. 

Mr.  Baru's  substitute  for  Mr.  Sntdkr's  resolution  was  accepted. 

Adjourned. 


Ocmmijmoviers  a/nd  Stipermtendents.  361 


Wednesday  Menibi*, 

Association  met  at  8  o'clock.  President  Bulklbt  in  the  chair.  The 
minntes  were  read  and  approved. 

The  following  subject  was  then  taken  up,  *<  The  Examination  of  Teachers." 

Commissioner  Pooleb  belicTed  that  both  the  oral  and  written  methods 
should  be  practiced — the  written  for  knowledge  of  subjects  in  the  books, 
and  oral  touching  other  matters  of  general  intelligence  and  skill  in  pre- 
senting. 

Commissioner  Cttbttce  favored  the  same  view,  and  that  the  candidate 
should  be  required  to  exhibit  methods  of  teaching. 

Commissioner  Lako  gave  some  valuable  experiences.  He  believed  that 
the  test  of  qualifications  is  found  in  the  practical  knowledge  of  the  teacher, 
and  his  skill  to  use  it.  It  is  difficult  to  do  this  in  the  case  of  a  stranger. 
Much  can  be  told  by  the  manner  and  general  appearance  of  the  applicant. 
Has  granted  certificates  to  those  who  sustained  a  poor  examination,  but 
were  successful. 

Commissioner  Sntdeb  believed  that  the  true  philosophy  of  leaching  was 
found  in  creating  a  want  of  knowledge.  He  examines  with  a  list  of  ques- 
tions and  requires  written  answers ;  concurred  with  other  gentlemen  in 
reference  to  the  matter  of  general  knowledge  and  skill.  Answers,  given 
vacantly,  in  the  words  of  the  book,  are  no  test. 

Commissioner  Snydeb  offered  the  following  resolution: 

Retolwd,  That  every  grade  of  school  should  have  a  teacher  who  pos- 
sesses a  thorough  and  exact  knowledge  of  all  the  branches  taught  in  any 
common  school. 

Commissioner  Ellery  insisted  that  the  commissioner  should  correct  faults 
observed  in  teaching,  and  that  candidates  should  be  apprised  of  the 
purpose. 

Commissioner  Suebman  of  Wayne,  believed  that  no  other  consideration 
can  atone  for  lack  of  knowledge  of  the  subject  to  be  taught. 

Adjourned  to  meet  at  8  o'clock  to-morrow  evening  at  the  union  school 
room. 

Thursday  Moraine 

President  B  ulklet  in  the  chair.  Opened  with  prayer  by  Superintendent 
Heffbon. 

Mr.  Babb  from  special  committee  on  reports  of  Teachers,  rendered  the 
following : 

Mr,  Pretident  and  Oentlemen  of  the  Association :  Your  Committee  have  seen 
no  reason  to  change,  but  are  confirmed  in  the  opinion  expressed  by  some  of 
them  at  the  time  of  their  appointment  —  that  the  committee  would  not 
be  able  at  any  time  during  the  present  session  of  the  Association  to  make 
and  submit  to  you  a  report  embracing  ftiUy  the  substance  and  form  of  a 
proper  report  to  be  adopted  by  School  Commissioners  and  City  Superintend- 
ents of  schools  for  general  use  by  the  teachers  under  their  supervision,  in 
rendering  to  them  reports.    The  pressure  of  other  duties  has  prevented  a 


352  AB9(xsioUi(m  of  Schod  O^ 

thorongh  consideration  of   the  subject,  and  therefore  yonr  Committee 
recommend  the  adoption  of  the  following  resolutions: 

1.  Resolvedf  That  common  school  teachers  in  the  rural  districts  shoold 
each  report  to  the  School  Commissioner  inyested  by  law  with  the  power  and 
duty  of  superrision  of  the  schools  taught  by  them  respectirely,  at  the 
expiration  of  the  first  month's  school  of  each  term  so  taught  by  them, 
and  also  at  the  close  of  each  term. 

2.  Eetolvedf  That  we  recommend  to  School  Commissioners  tbat  for  the 
purpose  of  experiment,  they  use  until  the  next  annual  session  of  the  Asso- 
ciation the  following  form  of  report,  yiz  : 

REPORT 

Made  by as  teacher  of  School  Dist.  No in  the  town  of 

for  the commencing  with  the day  of 186...,  and  end- 
ing with  the day  of 186.... 

The  names  and  number  of  days'  attendance  of  each  pupil  attending  the 
school,  the  arerage  daily  attendance  of  pupils  for  said  (write  month  or 
term),  and  the  number  of  pupils  in  attendance  for  each  day  are  correctly 
and  fully  stated  in  the  schedule  hereto  annexed,  and  marked  A,  The 
branches  studied  or  practiced  in  the  school,  and  the  No.  of  classes  in  each 
branch,  the  number  of  pupils  in  each  class,  the  text  books  used  in  each 
class,  the  page  at  which  each  class  commenced  at  the  beginning  of  said 
(write  month  or  term),  and  the  page  to  which  they  had  adyanced  at  the  close 
thereof,  are  correctly  and  fully  stated  in  schedule  hereto  annexed,  and 
marked  B, 

The  programme  of  exercises  now  in  use  by  me  in  the  school  is  correctly 
set  forth  in  schedule  C, 

I  have  written  out  and  annexed  hereto  a  statement  marked  Z>,  showing 
correctly  the  method  pursued  by  me  in  the  management  and  instruction  of 
each  class. 

To  the  following  questions  I  have  written  in  the  blank  spaces  (in  the 
printed  form)  following  them  respoctiyely,  true,  full  and  correct  answers. 

(The  Com.  have  no  time  to  add  the  list  of  questions,  and  the  remainder 
of  form  of  Teachers'  Report). 

The  committee  recommend  the  appointment  of  a  committee  to  which 
shall  be  committed  the  whole  subject  matter  now  in  charge  of  this  com- 
mittee, and  that  such  committee  be  instructed  to  inyestigate  the  subject, 
and  report  to  this  Association  at  its  next  annual  session  a  form  of  report 
embracing  items  of  common  importance  in  both  cities  and  rural  districts 
and  to  supplement  such  form,  by  adding  in  the  one  instance  such  other  items 
as  shall  be  more  particularly  adapted  to  the  wants  of  city  Superintendents, 
and  in  the  second  instance,  by  adding  such  items  as  shall  fully  adapt  the 
form  to  the  wants  of  School  Commissioners. 

All  of  which  is  respectfully  submitted. 

S.  D.  Bare,         ] 

A  tvfn.^p''''''*   \  Committee. 
A.  Snydeb,  I 

Geneva,  Aug.  2,  1866.  J,  0.  Weight,     J 

The  first  resolution  was  adopted. 


A  Lost  City  Diaoovered.  353 

On  motion  of  Sunt.  HBrf  bon,  after  some  discussion  and  explanation,  the 
remainder  of  the  report  was  recommitted  to  the  committee  to  report  to 
State  Superintendent  for  his  use  and  action  during  the  coming  year  —  and 
more  elaborately  at  next  meeting  of  this  association. 

Commissioner  Sntdkk  called  np  the  resolution  relatlTC  to  the  qualification 
of  teachers  offered  by  him  yesterday. 

Commissioners  Pooleb  and  Lanq  gare  instances  of  cases  where  prudence 
required  the  employment  of  teachers  not  really  qualified  in  scholastie 
studies. 

Supt.  HErrnoN  believed  the  spirit  of  the  resolution  correct. 

Com.  WiLKiHSON  said :  We  need  the  best  teachers  in  the  primary  depart- 
ments. 

Mr.  Babr  belieyed  that  teachers  of  limited  qualifications  must  for  a  long 
time  to  come  be  employed  in  our  smaller  schools. 

Supt.  BuLKLEY  giTes  second  grade  licenses  to  teachers  whose  skill  he  has 
not  seen  tested. 

After  further  general  discussion,  Mr.  Babb  offered  an  amendment  which 
was  lost. 

Mr.  Sntdeb's  resolution  was  lost. 

On  motion  of  Supt.  Abbot,  a  committee  was  appointed  to  prepare  busi- 
ness for  next  meeting.  The  chair  named  Messrs.  HErreoN,  Lakq  and 
Tozbb. 

Mr.  Cbuikshank  by  request  made  an  appeal  in  behalf  of  the  N,  7, 
Teacher. 

On  motion  of  Com.  Lang,  the  following  resolution  was  unanimously 
adopted: 

Betolvedf  That  it  is  the  duty  of  each  commissioner  in  his  district  to  make 
all  laudable  efforts  to  secure  subscribers  to  the  New  Yobk  Teacheb,  and 
contribute  to  its  columns. 

The  thanks  of  the  association  were  extended  to  the  Board  of  Education  for 
the  use  of  the  Union  School  Hall ;  to  Mr.  Vrooman  for  kind  attentions,  and 
to  the  young  ladies  for  their  inspiring  songs. 

After  appropriate  closing  remarks  by  President  Bulklet,  the  association 
adjourned,  sine  die. 


A  Lost  Mexican  Citt  Dihcovbbed. —  It  is  said  that  the  ruins  of  another 
ancient  city  have  been  discovered  about  one  hundred  miles  west  from 
Tuxpan,  in  Vera  Cruz.  Trees,  hundreds  of  years  old,  are  growing  among 
the  ruins.  The  walls  of  many  houses  are  standing,  and  on  them  are 
paintings  and  other  ornaments.  Carved  doorways  and  images  abound. 
Several  temples  were  found,  and  in  one  of  them  a  statuette  on  which  was 
carved  a  cross. 


Resident  Editor's  Department 


Glosb  or  THB  VoLUMX. — The  September  number  will  complete  the  present 
Tolume.  It  will  be  published  early,  snd  will  contain  essays  and  addresses 
presented  at  the  annual  meeting. 

Such  arrangements  have  been  made  as,  we  hope,  will  gire  increased 
facilities  for  rendering  the  Txaghek  in  the  next  Tolume  more  than  ever  the 
exponent  of  the  best  educational  ideas  and  progress  of  the  times.  We  tmst 
our  readers  will  renew  their  subscriptions  at  an  early  day,  and  seoore 
those  of  their  friends.    Liberal  terms  will  be  offered  to  agents. 

Items,  Book  Notices,  etc.,  crowded  out. 

Prizs  Essat  —  $600. —  The  American  Popular  Life  Insurance  Company 
of  New  York,  offers  a  prize  of  a  paid-up  Life  Policy  for  9500,  for  the  best 
Essay  on  the  Physical  Sigru  and  other  Indications  of  Longevity.  Essays 
mny  bo  written  in  any  language,  and  forwarded  to  the  company  at  their 
central  office  419  and  421  Broadway,  corner  of  Canal  street,  N.  T.,  with 
the  writer's  name  separately  enclosed  in  a  sealed  cnrelope,  preyioas  to 
January  1,  1867.  In  connection  with  the  aboTo  may  be  considered  the 
signs  to  be  found  in  parents,  brothers,  sisters,  etc.,  and  the  influence  of 
Tocation,  residence,  etc. —  whatever  will  serre  as  a  guide  in  equitably 
insuring  lives. 

Aside  from  the  prise  offered,  the  important  nature  of  the  snljeet  itsdf, 
in  its  bearings  upon  human  welfare,  will  stimulate  thought  and  endeavor. 

Prof.  Pbrrt  Bbmj.  Pibrob,  a  graduate  of  one  of  our  New  Tork  colleges, 
goes  in  September  to  the  Rectory  Military  School,  near  New  Haven,  Ct., 
as  professor  of  mathematics  and  first  assistant  in  the  school.  Prof.  P.  if 
from  St.  Lawrence  Co.  in  this  state. 

GiLDERSLBBVB. —  Died  in  the  city  of  New  York,  Sunday,  July  8,  1886, 
after  a  short  illness,  Charles  Henry  Qildersleeve,  aged  45  years. 

Prof.  J.  P.  Wickbrsham  has  resigned  the  principalship  of  the  Normal 
S  chool  at  Millcrsville,  Pa. 

NationalA  ssooiations. —  The  annual  meetings  of  the  National  Teachers* 
Association,  Normal  School  Association,  and  Association  of  State  and  City 
Superintendents,  were  held  in  Indianapolis,  Indiana,  the  third  week  in 
August,  inst.  They  were  of  unusual  interest.  A  report  of  their  proceedings 
will  appear  in  our  next. 

Hon.  Charles  R.  Coburn  was  recently  re-appointed  Superin tendon t  of 
Common  Schools  of  the  commonwealth  of  Pennsylvania. 


THE   AMERICAN 

POPULAE 

If  B  MDRANCB  COMPM  OF  IW  f ORL 

Central  Office,  419  Ml  431  Broadwaj, 

OOBNBB  OAVAIi  BTBXnT. 

DIBXCTOSS: 

HOH.  B.  D.  MORGAN,  EDWARD  B.  BULKLET, 

[U.  S.  Senator,]  New  York  dij.  [Rftwson,  Bulkl^  A  Co.,]  N.  T.  dtj. 

Hoif.  HORATIO  SEYMOUR,  JUSTUS  O.  WOODS, 

[Ex-GoTernor  N.  Y.,]  UUca.  [With  Wheeler  A  Wilson,]  Stolen  Island. 

HoH.  n.  n.  VAN  DYCK,  J.  W.  BRADLEY, 

[Asat  U.  8.  Treasurer,]  New  York  Cltj.       [WesU,  Bradley  A  Gary,]  New  York  City. 
Hox.NATU'L  WHEELER.  JAS.  CRUIKSHANK,  LL.D., 

[Wheeler  A  Wilson,  New  York  City,]       [Ed.  *' New  YorkTeacher/n  Brooklyn. 
Bridgeport,  Ct.  ^^ 

Heir.  ERASTUS  BROOKS,  JOHN  H.  FRENCH,  LL.D., 

[Editor  N.  Y.  Express,]  Stoten  Island.  [Prof.  Stote  Normal  School,]  Syracuse. 

Hon.  WM.  T.  COLEMAN,  HENRY  SALISBURY,  R«j., 

[W.  T.  Coleman  A  Co.,.N.  Y.  aty,]       No.  178  Broadway,  New  York  City. 
Tonkers. 

HoH.  V.  M.  RICE,  GEORGE  L.  BULKLEY, 

[Sapt.  Pab.  Ins.  N.  Y.  Stote,]  Bnilhlo.  [Rawson,  Bolkley  A  Co.,]  N.  Y.  City. 

A,  N.  GUNN,  M.  D.,  JOHN  P.  TROW. 

[Ex-Ucalth  Off.  of  Port,]  New  York  aty.       [J.  P.  Trow  A  Co.,  Printers,]  N,  Y.  City. 

T.  S.  LAMBERT,  M.  D..  EMERSON  W.  KEYE8,  Esq., 

[Anthor  An.,  Phys.,  Uyg.,  Ac,]  Peokskill       [Dep.  Supt,  Stote  B^k  Dept,]  Albany. 

B.  P.  BANCROFT,  WM.  H.  WOOD, 

[Cash.  Nat.  Bank,  Salem,]  Salem.  [W.  Wood  A  Co.,  Publishes,]  N.  Y.  aty. 

CHARLES  H.  FROST,  GEORGE  BLISS,  Jr.,  Esq., 

[Frost  A  Southard,  N.Y.aty,]  Peeksklll.       [Bliss  A  Cadwallader,  0.  A  Atto.,]  N.  Y. 

EXECUTIVE  BOARD. 

Hon.  VICTOR  M.  RICE,  President.  A.  N.  GUNN,  M.  D.,  Surgeon  in  Chief. 

T.  S.  LAMBERT,  M.  D.  Agent  in  Chief        B.  F.  BANCROFT,  Esq.,  Treasurer. 
[Vice  Pres.] 

J.  FIERPONT,  Jr.,  Secretary.  Prot  JOHN  PATER80N,  Advisory  Attnair. 

GEORGE  BLISS,  Jr.,  OounseUor. 

Prof.  ALONZO  CLARK,       Prot  AUSTIN  FLINT,       Prof.  ALFRED  C.  POST. 
Consulting  Surgeons. 

This  Company  is  now  prepared  to  issue  all  the  varieties  of  Life  and  Endowment 
Policies,  some  of  them  with  unusual  advantages,  especially  to  '*  Best  Lives." 

It  will  also  issue  several  new  varieties,  embracing  distinctive  and  veir  valuable  featurea. 

Organized  for  the  purpose  of  presenting  these  new  plans  to  the  Public,  it  is  anxious  to 
have  them  cxamineu. 

Forirru  Nkw  Fbaturb.— The  Company  will  charge  a  premium  according  to  aU  the 
drcunytlaiux*  of  each  Life,  not  alone  those  of  age  and  health.  A  Ikvorable  eonstUvtUm, 
inttlUff€i\ce,  particularlv  in  hye^ienic  matters,  reside fice,  vocation  and  habitty  bein^  very 
esHcntial  elements  of  longeviry,  diminish  the  cost  of  insurance :  the  possession  ox  them 
by  the  Insured  should  not  accrue  entirely  to  the  advantage  of  a  Company. 

Relative  tt^ndenck^  to  longevity  are,  to  a  degree,  detennlnabSe,  and,  so  Ikr,  the  Insured 
is  entitled  to  the  benefit  of  tnose  he  may  iKwsess ;  and  this  Company  proposes  to  allow 
them  to  him  by  rating  him  younger  than  he  is.  thus  lowering  his  premium.  If  his  health 
is  impaired,  the  Company  will  insure  him.  but  rate  him  older  than  he  is,  thus  raising  his 
premium.  How  long  in  he  to  lire  fin  the  important  question,  and  the  Company  desires 
to  charge  as  a  premium  what  the  answer  will  Justly  indicate.  For  example,  a  person  of 
SS  may  M  rated  as  2:^  i20,  or  younger,  which  will  lower  Ids  premium,  or  as  27,  30,  or 
older,  which  will  raise  it. 

Fifth  Nbw  FEATURr..—  If  when  the  Insured  dies,  he  has  lived  beyond  his  rated  "  expeo- 
totion,''  and  It  is  proved  to  the  satisfaction  of  the  Company  that  he  has  Uvea  in 
a  manner  tending  to  longevitv,  a  bonus,  at  the  discretion  of  the  Cumpanv,  will  be  added 
to  his  Assurance.  This  is  fair,  and  for  the  interest  of  the  Company ;  for,  if  by  temperance 
and  other  hahitH.  vocatiou,  residence,  intclllt:once,  care  of  health,  etc.,  life  shall  dc  pro- 
longed, the  Coiiipaoy  will  be  benefited.  This  bonus  and  the  Rtductiom  in  premiums, 
maae  on  account  of  tendencies  to  longevitv,  will  prove  that  the  Company  insures  the 
best  tiee*  on  uDUi^ualiy  (iftvorable  terms  :  it  also  insures  the  lives  of  all,  at  correspondingly 
equitable  rates. 

N.  B.  Insurance  can  be  effected  by  corresnondence. 

Extra  terms  to  Teachers.—  Agento  wanted. 

Call  or  send  for  a  Circular.  vii-11-tf. 


QUACKENBOS'S 

STANDARD  SCHOOL  DOOKS, 

PUBLISHED  BT 

D.  APPLETON  &  CO.,  N.  Y. 

"  Hie  hfM  in  their  respective  departments." 

'*The  singular  excellence  of  all  Quackenbos's  school  books  is  well  known 
to  Ihe  educational  c(»miii unity.  Thej  are  generally  admitted  to  bo  the  but 
manualt  on  the  subjects  of  which  they  respectively  treat.'' — J.  W.  BI'Liu.et, 
City  Superintendent  of  Schools,  IJrooklyu. 

**  I  have  taught  for  more  than  twenty  years,  and  am  familiar  with  most 
of  the  works  that  have  been  issued  by  different  authors  within  that  period, 
and  I  consider  Quackenbos's  text-books  the  most  nncxceptlonablt  in  their 
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Academy. 

"All  tiie  works  of  this  excellent  author  are  characterized  by  clearness, 
accuracy,  thoroughness,  and  completeness ;  also  by  a  gradual  and  continu- 
ous development  of  ulterior  results  from  their  previously  taught  ele- 
ments."—  Rev.  Hi-BUARU  WiNSLuw,  Author  Intell.  Pbilos. 

FIBST  BOOK  US  ENGLISH  GBAMMAB :  lOmo,  190  pages.  Clear,  easy, 
aud  Interesting ;  tlie  book  for  beginnerB.    I'rice,  DO  centB. 

AK  ENQIiISH  QBAMMAB  :  limo,  288  pages.    Price,  $1.S0. 

Clear,  well  condensed,  and  consistent  throughout;  brief  in  its  rules  and 
definitions;  happy  in  its  illustrations;  practical  in  its  application  of 
principles ;  inductive  and  philosophical  in  its  arrangement ;  original  in  its 
views;  bold  in  its  reforms;  every  way  adapted  to  the  school  room;  inte- 
Tosting  to  the  pupil,  labor-saving  to  the  teaclier  ;  full  and  ingenious  in  its 
explanations  of  perplexing  couMiructions;  makes  the  learning  of  Grammar 
easy;  makes  the  teaching  of  Qrsmmar  a  tositivk  i'lrasibk:  the  best  as 
it  is  the  latest  text  book  on  this  important  subject.  Such  is  the  verdict 
pronounced  on  Quackenbos's  Grannnnr  by  our  best  educators.  Uosta  of 
recommendations  published  in  our  circular. 

FIB8T  IiESSONS  IN  COMPOSITION:  in  which  the  piinciples  of  the  Art 
are  dcvdopod  in  connection  with  the  principleH  of  Grammar.  12mo,  188  pages. 
Price,  90  cents. 

ADVANCED   COUHSB   OF  COMPOSITION  AND    BHETOBIO  :  A 

Sorieu  of  Let»on9  on  the  Origin.  History,  and  Perullnritles  of  thu  English  Langnage, 
Punctuation,  Tapfo,  PloaourcB  of  ih«  Imagination,  FiijnrcB,  Style,  Crlticiem,  and  Ow 
various  Dci)artmcntB  of  Prose  aud  Poetical  Composition.  Illustrated  with  copioas 
Exercises.    12mo,  460  pages.    I>rlcc,  $1.75. 

These  works  have  supplanted  almost  all  others  on  the  same  sub- 
ject. The  late  State  Superintendent  of  Schools  in  Wisconsin,  reflecting 
the  opinion  of  our  he.«t  teachers,  says:  **It  would  be  difficult  to  point  out 
in  these  admirable  books  any  thing  tiiat  we  would  desire  to  have  altered; 
they  meet  our  wnnts  in  every  retju'Cf.'' 

PBIMABT  HI8TOBY  OP  THE  UNITED  STATES:  Made  ea^y  and 
intoreRtlng  for  beginners.  Child's  (Quarto,  splendidly  illustrated,  limo,  182piise«. 
Price,  7.")Coiits. 

IIiIiUSTBATED  SCHOOL  HISTOBY  OP  THE  UNITED  STATES: 

Embnumi:  n  lull  Account  of  the  AlM)riglnes,  IJiotrrnjihicnl  Notices  of  DiFtinLfuiii-hcd 
Mi-n.  nuuuTons  Maps',  Plans  of  IkiitlL'  iIcUIh,  aud  IllustrHtions.  I'imo,  473  oaifet. 
Price,  $>.<X).  *^^ 

liVerywhere  used  and  everywhere  commended.  It  is  the  text  book 
officially  adopted  and  used  by  the  State  of  California,  tlie  cities  of  Balti- 
more, CloTeland,  New  Orleans,  Lexington,  Jersey  ("ity,  etc.,  etc. 

A  history  of  the  Late  Rebellion  has  been  added  to  this  work,  and  the 
present  edition  eontaina  every  thing^  broxiyht  full  up  to  date. 


A  NATCTBAIi  FHTLOBOFHY :  Embracing  the  moet  recent  dUcoveriet  in 
Phytic^.  Adapted  to  use  with  or  without  Apparatus,  and  accompanied  with  Practi- 
cal EzerciacB  and  835  U  ioatrationa.    l!2mo,  150  pafi^ea.    Price,  $3.00. 

This  work  is  pronounced  unqualifiedly  the  best  text  book  on  Natural 
Philosophy,  by  such  men  as  Rev.  Dr.  Scott,  Pres.  South  Gibson  College ; 
Dr.  Geo.  R.  Pebkixs,  author  of  the  Mathematical  Series ;  Rev.  Prof. 
Duncan,  University  of  Louisiana;  L.  R.  Bauoueb,  Princ.  of  Public 
School,  Gettysburg ;  A.  H.  FiTCU,  Princ.  of  High  School,  Peoria,  III. ; 
A.  J.  RicKOFF,  late  Sup't.  of  Schools,  Cincinnati;  Prof.  Clifford, 
Northern  Indiana  College ;  Geo.  W.  Hewison,  Princ.  High  School,  Salem, 
Mass. ;  Prof.  J.  W.  Stewabt,  State  Female  College,  Memphis ;  Prof. 
Sheldon,  Griswold  College,  Iowa ;  Pres.  Cuase,  Brookville  (Ind.)  College, 
Rev.  Dr.  Ransom,  Pres.  Shelbyyillc  University,  etc.,  etc. 

AFFLETOSrS'  AIUTHMETICAIi  SEBIBS :  On  the  basis  of  the  works  of 
Geo.  R.  Perkins,  LL.D.    By  6.  P.  ^uackenbos,  A.M. 

No  labor  has  been  spared  to  make  this  scries  exactly  what  is  required 
for  the  purpose  of  mental  discipline,  as  well  as  for  practical  use  in  the 
daily  business  of  life.  It  is  clear,  simple,  thorough,  comprehensive, 
logically  arranged,  well  graded,  is  supplied  with  a  great  variety  of  ex- 
amples, AND  TEACHES  THE  METHODS  ACTUALLY  USED  BY  BUSI- 
NESS MEN. 

The  Scries  consists  of  a  Pbihabt,  an  Elehentaby,  a  Pbactioal,  a 
Higher,  and  a  Mental.  The  Primary,  Elementary,  and  Practical  are 
now  ready,  and  the  others  will  speedily  follow. 

Teachers  interested  in  using  the  best  books  are  solicited  to  examine  this 
series,  which  vre  claim  possesses  many  advantages  over  those  heretofore 
published. 


Also  published  by  the  undersigned. 

OOBNEIiL'S  QEOQBAFHISS :  Everywhere  received  with  nnqnalliled  approval. 

YOITMAN'S  NSW  GHEMISTBT:  Entirely  rewritten  and  mach  enlarged, 
with  310  EugraviogB.    12mo,  400  pages.    Price,  $2.00. 


AN  ZNTBODUCTOBY  IiATIN  BOOK  :  intended  as  an  elementary  drill- 
book,  on  the  inHections  and  Princlplce  of  the  Lanj^age,  and  as  an  Introduction  to 
the  Author's  Grammar,  Header,  ana  Latin  Composition.    By  Albert  Habkness. 

HABENESS'S  IiATIN  QBAMMAB :  13mo.  855  pages.    Price,  $1.75. 

Although  this  work  has  been  but  a  short  time  published,  it  has  gone  into 
use  in  a  large  number  of  colleges  and  schools  throughout  the  country,  and 
is  recommended  by  our  leading  scholars  as  a  decided  advance  on  the  old 
Latin  Grammars. 

HABKIOjSS'S  IiATIN  BEADSB  :  A  companion  to  the  Grammar,  by  the 
same  author.    12mo.    Price,  $1.50. 

A  QBAMMATIGAIi  ANAIiYZEB :  or.  the  derivation  and  definition  of 
English  wordH  with  their  grammatical  classifications.  By  W.  J.  Tkhnxt.  (Juat 
PnbHHhed). 

BIiBMBMTS  OF  INTBIiIiBOTXTAIi  PHUiOSOPHY:  By  Rev.  Joseph 
Aldex,  LL.D.    12mo.    Price,  $1.60. 


Specimen  copies  of  any  of  the  above  works  mailed  post-paid  to  teachers  and 
school  officers,  on  receipt  of  one-half  the  retail  price.  The  most  favorable  terms 
made  for  introduction, 

D.  APPLETON  &  CO.,  Publishers, 

448  and  446  Broadway^  ISew  York. 

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live  teacher.  All  are  invited  to  send  their  names  for  the  sabscription 
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NEW    PUBLICATIONS. 

Fowle's  False  Orthography,  in  which  the  Orthography  and  Meaning 
of  many  thousand  Words,  most  liable  to  be  misspell^  and  misused,  an 
impressed  upon  the  Memory  by  a  regnlar  Series  of  written  Ezeroiaes.  By 
William  B.  Fowls.     I44pp,  13mo.    Price  SOots. 

Fowle's  Bible  Header,  containing  such  a  selection  of  Scripture  lessons 
as  may  be  used  in  schools  and  families  withont  subjeoting  the  teaobsr 
or  reader  to  the  trouble  of  making  aselection  at  the  time  of  reading. 
That  some  selection  was  called  for,  none  will  deny  who  has  attempted 

to  read  the  Bible  iu  course  to  his  pupils,  or  to  his  family. 
The  use  of  this  text- book  even  with  oUier  readers  will  be  found  nniyersally 

adyisable.    233pp,  13mo.    Price  $1.00. 

Ledru'S  French  Qrammar,  a  comprehensive  Grammar  of  the  French 
Language,  with  Practical  Exercises  for  Writing,  and  very  complete  and 
Simple  Rules  for  Pronouncing  the  Language.    380pp,  l3mo.    Price  fl.CO. 

Ledru'S  French  Fables.  Fables  in  the  French  Language,  forthe  use  of 
beginners  in  the  study.    ISOpp,  12mo.    Price  76  cts. 

Ledru'S  French  Reader,  The  French  First  Class  Book ;  being  a  New 
Selection  of  Reading  Lessons  in  four  parts,  viz. : 

I.  Aatheiitic  Pieces  in  I'rose. 

n.  Prose  Comedies  of  Moliere.    Abridged. 

III.  Choice  Pieces  in  Terse. 

IV.  Abridged  Dramas  and  Scenes  in  Verse. 
By  FBANas  Ledbq.    388pp,  ]3mo.    Price  $1.00. 


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By  William  B.  Fowls.    358pp,  13mo.    Price  11.60. 

Jewell  on  School  Government,  A  Practical  Treatise,  presenting  a 
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Critiques  upon  Current  Theories  of  Punishment  and  Schemes  of  Adminis- 
tration. For  the  use  of  Normal  Schools,  Practical  Teachers  and  Parents. 
By  Fbedkbick  S.  Jewkll,  A.  M.,  Professor  of  Knglish  Literature,  New  York 
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ALSO 

New  Editions  of  the  National  Readers,  with  new  Plates  and 
Illustrations  and  {preat  Improvements.  By  means  of  carefully  prepared  in- 
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A.  S.  BASHES  ft  COXPAST. 

Publishers  of  the  National  Scries  of  Sundard  School  Books.  (See 
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m&  US  William  St.  VewTAik. 

▼ii-ll-lt. 


OET    THDE2    BE^S^T. 


3TER'S  UITABRIDGED  DICnONAST. 

NBW  II.I.IJSTBATBD  BDITION. 

;hly  reyised  and  much  enlarged.    Over  t^OOt  fine  engrarings.    Is  a  well- 
pensable  requisite  for  every  intelligent  family. 
Ina  10,000  WORDS  and  MEANINGS  not  fonnd  in  other  dictionaries. 
w  believed  to  be  by  far  the  most  complete,  useful,  and  satisfactory  dio- 

the  language  ever  published,  as  it  is  by  fkr  the  lai^est  single  volume 
1  in  any  language. 

session  of  any  other  English  dictionary,  or  any  previous  edition  of  this, 
impenaate  for  the  want  of  this  very  full  and  complete  one.  In  its  pres- 
ted  state  it  must  long  remain  the  BEST  ENGLISH  DICTIONART,  and 
^ssed,  remain  of  constant  and  abidine  value. 
9ok,  beside  the  Bible,  so  indispensable  as  a  good  dictionary? 
It  not  onlj  a  great  impnyvanent  upon  ibnner  iflsuM  of  the  same  work,  but  raperiar,  in 
«,  to  any  other  English  dictiODazT  kiMfwn  to  me.    The  \abon  of  the  recent  ernton  and 

have  made  it  undoubtedly  the  Met  general  etymologieon  we  yet  poeRM  of  the  lan- 
ooabulary  is  u  ample  aa  ccold  weU  bo  given  in  the  oompaM  of  a  ainsle  Tolnme;  its 
re,  In  general,  safflciently  exact  and  dincrimhiaiing ;  and  its  pnynnndation  ia  appav 
mable  to  the  best  usage.**— i&it.  Gtorge  P.  Mar«4,  HorMicf ,  ikofy,  3§anh  7(4, 1868. 
igical  part  remarkably  wen  dooe.  •  •  We  hsTe  had  no  SogUih  dietioii- 

»  good  in  thia  respect.'*— AbriA  Amerietm  Review^  JemMory^  1866. 
opinion,  it  is  the  best  dictkmaiy  that  either  England  or  America  ean  botBt."— iVbn'ofial 
rview,  October,  ISGL 

Iflh  scholar  can  dispense  with  this  work.'*— JKUioCftMa  Sacra,  Jeanmy,  1866. 
Magnum  Opus^  a  moDunent  of  industry,  leseardi,  and  erudition,  worttiy  the  most 
inition  and  the  highest  praise  of  all  who  write,  speak  or  study  the  Knglish  langniga." 
3/  Quartaly  RevieWy  JimaMry,  1865. 

>ueral  accuracy,  completeness,  and  pnctlesl  ntiUty,  the  woric  is  one  which  none  teAa 
prite  ean  ktncejorward  afford  to  dispaue  urith.^^—Attantie  Mmlhljfj  JVovrmter,  1864. 
m  a  whole,  we  are  confident  that  do  other  ttrlng  Imgoage  has  a  dktionair  which  so 
thfully  sets  forth  its  present  condition  as  this  last  edition  of  Webster  does  that  of  our 
spoken  English  tongue.*'- ifaf|iCT''«  Magaziney  Janvaryy  1866. 
IT  W£B»n  is  glorious— it  is  perfect— it  distances  and  defies  oompotltkii— it  IsKVSi 
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TilMBlE  EDUeiTIOMI.  WORKS 

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FUBLISnED  BY 

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S]  ^  .A.  AC  Z  IT  El 

THE  NEW  EDITION  OF 

BROWN'S  ENGLISH  GRAMMARS, 

BEVIBBPi  WITH  ADDITIONS  IN 

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New  Seriesp  SEPTEMBER,  1866.      VoL  VII,  No.  12. 


TIIK 


NEW  YORK  TEACHER. 


DVliAN  OP  TU« 


^iw  ^arfe  ^mt  iLfacUers'  gissfofiatioti, 

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■ 

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VOLUME  XV, 


ALBANY: 

J.    MliNSHLL,    82   bTATK    STKKET- 

1866, 


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New  Series.]      SEPTEMBER,  1866.     [Vol.  A^1I,No.  12. 

President  Atwater's  Annual  Address. 

Felloio  Teachers  of  the  New  York  State  Teachers'  Association: 

Another  jcar  has  flown  on  time's  swift  wings  bearing  away  its 
train  of  joys  and  sorrows,  its  hopes  and  fears,  and  we  arc  again 
assembled  from  the  different  sections  of  this  widely  extended  com- 
monwealth to  exchange  our  annual  greetings;  to  grasp  the  friendly 
hand;  look  into  the  earnest  face;  hold  sweet  counsel  together,  and  to 
thus  strengthen  ourselves  for  coming  labor.  To  some  of  us  the  work 
of  the  last  year  has  been  wearisome  indeed — care  and  toil  and  un- 
remitting anxiety  have  sometimes  made  us  almost  wish  to  be  relieved 
from  our  chosen  work ;  and  we  sorely  needed  this  opportunity  to 
strengthen  our  faith,  renew  our  broken  vows  and  consecrate  our- 
selves once  more  to  the  cause  whose  interests  lie  so  near  our  hearts. 
Many  are  the  new  faces  which  each  successive  year  brings  to  our 
meetings.  Many  of  the  old  familiar  ones  we  yearly  miss  from  our 
midst;  they  are  detained  by  unavoidable  circumstances;  have  re- 
tired from  the  honorable  business  of  teaching  and  taken  up 
some  more  lucrative  calling  ;  have  grown  weary  and  faint  by  the 
way,  or  have  passed  over  the  dark  river  and  gone  to  dwell  with  the 
Great  Teacher  on  high.  We  miss  their  friendly  greetings,  their 
words  of  lofty  cheer,  and  their  example  of  noble  Christian  heroism. 
Change,  constant  change,  is  impressed  on  our  association  as  on 
every  thing  else  of  earthly  origin.  IIow  few  remain  of  those  who 
assisted  in  the  organization  of  this  a.ssociation  twenty-one  years  ago. 
And  how  many  of  w«,  think  you,  will  mingle  in  its  meetiugs  twenty 
years  hence  ?  Ah  I  the  number  might  soon  be  counted.  What  3'ou 
and  I  are  to  do,  here  or  elsewhere,  to  honor  Qod  or  bless  mankind, 
[Vol.  XV,  No.  12.]  24 


356  President  Atvxtter's 

as  teachers,  must  be  done  quickly —  death  will  soon  remove  ns  from 
these  scenes ;  or  if  perchance  we  escape  his  iron  grasp,  for  a  time, 
the  stern  decree  of  public  opinion,  not  less  inexorable  than  the  dread 
monster  himself,  which  .pronounces  the  unfitness  of  age  for  the  work 
of  teaching,  will  drive  us  into  that  retirement  for  which  during 
our  active  labors,  it  has  given  us  no  means  to  make  adequate  pro- 
vision. 

It  becomes  us  as  we  come  up  to  these  meetings,  from  year  to  year, 
to  review  our  work  for  the  year  just  past  —  to  ask  ourselves  indi- 
vidually as  well  as  collectively,  in  all  seriousness,  what  have  we  done 
since  we  last  met  I'  —  not,  how  many  pupils  have  we  instructed — 
not,  how  many  days  have  we  labored  in  school  —  not,  how  many 
dollars  have  we  put  in  our  pockets  ?  —  No,  No  I  But,  what  good  have 
we  done  to  those  young  immortals  intrusted  to  our  special  care? 
What  noble  thoughts,  what  high  resolves  what  exalted  aspirations 
have  wo  awakened  in  their  minds  ?  What  bad  habits  —  what  strong 
temptations  have  we  helped  them  to  overcome  ?  What  sacrifices 
have  we  made  for  their  good  ?  What  mighty  warfare  have  we 
waged,  and  what  great  victory  have  we  gained  over  ourselves  that 
we  might  be  worthy  exemplars  to  them  —  that  we  might  make  our 
every  look  and  action  as  well  as  our  every  word  a  messenger  of  truth 
and  hope  and  joy,  to  their  young  and  impressible  hearts?  What 
have  we  done  to  exalt  education  and  make  it  honorable  in  the  com- 
munity where  our  lot  is  cast  —  to  sustain  all  those  agencies  through 
which  success  is  to  come  to  our  cause?  Happy,  indeed,  is  the 
teacher  to  whom  questions  like  these  bring  no  disquiet,  who  can  say 
truly:  " I  have,  according  to  my  ability,  done  my  whole  duty!" 
Thrice  mUerahh  he  who  can  neglect  duties  so  high  and  holy  without 
compunction  or  regret. 

It  seems  proper,  at  a  time  like  this,  to  glance  at  the  progress  of 
education  in  the  state  during  the  last  year.  Many  good  and  true 
men  feared,  on  the  breaking  out  of  that  great  struggle  that  so  con- 
vulsed the  country  during  four  years,  that  it  would  prove  fatal  to 
the  interests  of  our  schools.  Subsequent  events  showed  the  fear  to 
be  wholly  unfounded.  Again  it  was  predicted  that  the  close  of  the 
war  would  be  followed  by  general  financial  depression  and  universal 
stagnation  of  business  which  must  involve  our  educational  interesta 
in  the  common  ruin.    Here  again  a  kind  Providence  has  proved 


AnrmoU  Address.  357 

better  to  us  than  our  fears.  No  such  general  depression  has  ob- 
tained, and  if  any  fact  has  been  clearly  established  it  is  that  the 
people  are  determined,  in  every  emergency,  to  sustain  and  support  the 
schools. 

In  many  respects  our  schools  have  never  been  more  prosperous 
than  during  the  last  year.  We  learn  from  the  very  able  report  of 
the  State  Superintendent  that  the  number  of  free  schools  in  the 
state  was  increased  during  the  year  ending  with  the  30th  of 
September  last  by  71  ;  the  number  nf  pupils  instructed  in  the 
common  schools  by  35,433 ;  the  amount  paid  for  teachers  salaries  by 
more  than  half  a  million,  and  the  amount  raised  by  local  taxation 
for  school  purposes  by  nearly  a  million  of  dollars.  There  is  reason 
to  believe  that  the  results  for  the  year  ending  with  the  30th  of 
September  next,  will  be  much  more  satisfactory,  especially  in  the 
item  of  teachers'  salaries.  In  all  these  respects  the  success  of  our 
colleges  and  academies  has  been  equally  marked  with  that  of  our 
common  schools.  It  is  indeed  one  of  the  most  gratifying  signs 
of  the  times  that  there  is  everywhere  increasing  liberality  in  the 
matter  of  expenditures  for  public  education. 

I  can  not  but  congratulate  the  educators  of  the  state  upon  the 
progress  made  in  the  preliminary  arrangements  for  the  establish- 
ment of  Cornell  University.  You  are  all  aware  that  during  the 
year  1865  the  lion.  Ezra  Cornell  donated  $500,000  as  an  endow- 
ment of  this  Institution,  which  was  chartered  during  the  same 
year.  During  the  last  year  he  has  donated  other  property  valued 
at  8500,000  more,  for  the  same  purpose,  making  the  munificent  sum 
in  all  of  a  full  million  of  dollars.  The  institution  is  also  entitled 
by  law  to  the  proceeds  of  the  sales  of  the  college  land  scrip,  which 
Mr.  Cornell  believes  he  can  so  manage  as  to  make  the  endowment 
fund,  within  ten  years,  reach  the  princely  amount  of  $3,000,000. 
The  trustees  have  initiated  measures  for  the  erection  of  the 
building  from  the  interest  of  the  fund  alone,  lenving  the  principal 
intact,  the  entire  income  of  which  is  to  be  devoted  to  the  noble, 
benevolent  and  patriotic  end  proposed  by  the  founder.  One  of 
the  most  interesting  facts  connected  with  the  establishment  of  this 
University  is  that  it  i?  pledged  to  accept  and  instruct  gratuitously 
students  from  each  assembly  district  in  the  state  selected  by  the 
proper  officers  of  each  city  and  county  as  being  the  best  scholars. 


358  President  Atwater's 

The  effects  which  the  annual  examinations  for  this  purpose  are  to 
have  upon  our  lower  grades  of  scliools  must  be  salutary  indeed.  I 
am  fully  impressed  with  the  belief  that  Cornell  University  is  to  be 
a  greater  blessing  to  the  state  than  any  other  educational  Institution 
ever  projected  within  its  borders. 

Vassar  College,  too,  has  during  the  last  year  gone  into  successful 
operation  under  circumstances  which  seem  calculated  to  work  a 
complete  revolution  in  the  public  mind  in  reference  to  the  educa- 
tional capabilities  and  wants  of  woman  —  a  revolution  which  can  not 
be  hastened  too  rapidly.  Not  less  significant  in  a  general  point  of 
view  and  more  interesting  to  us  as  teachers,  is  the  establishment 
upon  a  liberal  and  permanent  basis  of  the  Oswego  Normal  and 
Training  School,  which  has  already  become  the  Mecca  of  the 
Pcstalozzian  system  of  education  in  this  country.  Nor  can  we 
overlook,  in  our  general  estimate  of  progress,  the  provision  made 
by  our  last  Legislature  for  the  establishment  in  different  parts  of 
the  state  of  four  new  normal  schools,  thus  bringing  the  means  of 
special  proiessional  training  to  the  very  doors  of  our  teachers,  and 
leaving  them  without  excuse  if  they  do  not  prepare  themselves  for 
the  proper  discharge  of  their  high  duties.  The  old  and  honored 
agencies  for  the  training  of  tea'chcrs  —  the  County  Institutes, 
teachers  classes  in  academies,  and  the  State  Normal  School  at 
Albany  —  have  been  at  least  as  successful  as  in  former  years.  This 
hasty  summary  shows  that  the  year  has  been  unusually  prolific  in 
beneficent  educational  results. 

While  there  are  numerous  and  gratifying  evidences  of  the  pro- 
gress of  our  higher  and  graded  schools  during  the  last  few  years,  it 
may  be  questioned  whether  the  common  schools  of  the  smaller 
villages  and  the  rural  districts  have,  as  a  rule,  kept  pace  with  that 
progress.  It  is  doubtful  whether  in  many  localities  they  have  not 
been  retrograding,  so  that  the  opportunities  for  obtaining  a  good 
common  school  education  are  inferior  to  those  of  fifteen  years  ago. 
This  statement  may  seem  strange  and  startling  to  some,  but  it  is 
made  after  considerable  observation,  upon  mature  deliberation,  and 
with  a  settled  conviction  that  it  should  receive  immediate  and  care- 
ful attention  from  those  most  interested  in  the  educational  affairs  of 
the  ptate. 

There  are  many  reasons  why  these  schools  have  fallen  behind 


A^mval  Address.  359 

the  others  in  the  general  advance.  Through  circumstances,  perhaps 
unavoidable,  they  have  hardly  been  affected  at  all  by  those 
diflcu.'isions  carried  on  in  teachers'  associations,  and  educational 
periodicals,  which  have  been  the  chief  instrumentalities  employed 
in  promoting  the  elevation  of  the  higher  and  graded  schools.  For 
it  may  be  safely  assumed  that  the  largest  portion  of  the  teachers 
in  these  schools,  during  the  last  ten  years  never  attended  a  teachers' 
meeting  outside  the  limits  of  their  own  town,  and  were  never  con- 
stant readers  of  any  educational  paper.  It  is  to  be  hoped  that  the  more 
general  attendance  upon  the  Institutes  for  the  last  few  years  will, 
to  some  extent,  prove  a  remedy  for  this  deficiency.  Would  that 
the  increased  subscription  list  of  the  New  York  Tkacuer  could  be 
pointed  to  as  another  favorable  indication  in  the  same  direction. 
The  difficulty,  however,  can  never  be  fully  obviated  so  long  as  the 
salaries  of  these  teachers,  male  and  female,  amount  on  an  average 
to  only  $169  per  year,  out  of  which  generous  sum  they  are  required 
to  pay  for  their  board.  But  the  chief  cause  of  the  want  of  progress 
on  the  part  of  these  schools,  is  to  be  found  in  the  relations  existing 
between  them  and  the  academics  planted  in  their  midst. 

The  question  has  ofton  been  asked,  whether  something  could  not 
be  done  to  give  unity,  harmony,  and  symmetry  to  our  educational 
system  —  if,  in  fact,  that  can  properly  be  called  a  system,  some  of 
whose  parts  have,  at  most,  but  an  incidental  connection,  and  are 
subject  to  independent  control.  Whether  some  plan  could  not  be 
devised  by  which  our  academies  and  common  schools,  instead  of 
being  independent,  and  often  antagonistic,  could  be  systematiEcd, 
subjected  to  the  same  supervision,  and  made  to  minister  to  each 
other's  success. 

The  number  of  academics  in  the  state  has  increased  more 
rapidly  than  the  legitimate  demand  for  academic  instruction. 
Sectional  rivalry,  individual  cupidity,  and  other  causes  have  often 
conspired  to  establish  two  or  more  of  these  institutions,  where  one 
was  quite  sufficient.  Forced  to  resort  to  some  extreme  measure,  to 
save  themselves  from  financial  ruin,  and  being  under  no  restriction 
as  to  what  they  should  teach,  they  have  undertaken  to  do,  to  a 
very  large  extent,  the  appropriate  work  of  the  common  schools,  to 
the  great  injury  of  the  latter,  and,  in  the  long  run,  of  themselves. 
No  sooner,  under  this  state  of  things,  have  Esq.  A/s,  Dr.  B.'s,  or 


360  President  Ahmter'a 

Lawyer  C.'s  children  mastered  the  ground  rules  of  arithmetic 
(T  do  not  at  all  exaggerate),  than  they  are  hurried  off  to  the 
academy.  Injurious  as  is  this  course  to  them,  giving  them  false 
and  exaggerated  notions  of  their  own  importance,  it  is  still  more 
injurious  to  the  common  school.  One  after  another  the  older  and 
more  advanced  pupils  follow  their  pernicious  example,  until  finally 
only  the  lowest  classes  remain.  The  trustees,  reasoning  as  trustees 
always  will  under  such  circumstances,  that,  "  any  hody  can  teach 
little  children  to  read,'*  employ  teachers  of  more  and  more  slender 
qualifications  from  year  to  year,  till  what  was  at  first  the  result  of 
aristocratic  pride,  or  vain  ambition,  becomes  finally  a  necessity. 
The  common  school  do  longer  affords  more  than  the  veriest  elements 
of  knowledge,  and  those  who  are  unable  to  incur  the  expense  of 
the  academy  must  forego  such  an  education  as  would  fit  them  for 
the  most  ordinary  duties  of  life.  While  our  common  schools  are 
thus  degraded,  and  the  educational  facilities  of  the  people  at  large 
greatly  impaired,  the  academies  are  very  far  from  gaining  any 
thing  but  a  temporary  advantage  —  an  advantage  which  like  all 
others  founded  upon  a  false  basis,  ultimately  recoils  upon  their 
own  Leads.  They  may  for  a  time  gain  something  in  numbers,  by 
thus  lowering  the  standard  of  admission,  but  it  is  only  for  a  time. 
On  the  other  hand  what  do  they  not  lose  in  character,  in  thoroughness, 
and  systematic  training?  Disdaining  in  their  teaching  to  descend 
quite  to  the  level  of  the  primary  schools,  they  attempt  to  build 
the  stately  and  beautiful  fabric  of  a  higher  education,  and  more 
exquisite  culture,  upon  the  most  precarious  and  uncertain  foundation 
of  a  half-completed  common  school  training  —  with  what  success 
recently  developed  facts  will  enable  us  to  judge. 

Of  about  35,000  students  educated  in  the  academies  of  the  stale 
the  last  academic  year,  for  which  reports  have  been  received,  about 
20,000  were  reported  as  properly  academic^  the  remaining  15,000 
as  primary  —  common  school,  if  you  please.  But  this  is  by  no 
means  a  fair  statement  of  the  case.  Under  the  new  and  more 
searching  tests  applied  by  the  Regents  of  the  University,  and  for 
instituting  which  they  deserve  the  highest  commendation,  the 
examinations  for  the  current  year,  thus  far,  disclose  the  fact  that 
seldom  one-half  and  in  sonic  instances  not  one-tenth  of  the  students 
in  our  academies  can  pass  a  respectable  examination  in  the  purely 


Anniuil  Address.  361 

oommoQ  fschool  studies,  grammar,  geography  and  arithmetio. 
That  the  great  majority  of  all  our  academic  students  ovghf  to  have 
tarried  a  while  longer  in  the  common  schools, —  and  that  when  this  * 
work  is  assumed  hy  the  academies  it  is  very  imperfectly  done ;  for 
many  of  these  rejected  students  have  made  considerahle  proficiency 
in  the  mathematical  and  natural  sciences,  and  the  ancient  and 
modern  languages. 

Tho  question  which  here  arises,  and  which  has  heen  in  part 
answered  is,  '^  What  is  the  remedy  for  this  unsatisfactory  state  of 
things  ?''  Simply  to  place  these  two  classes  of  schools  under  the 
same  control  —  give  the  one  a  course  of  study  preparatory  to  the 
other  —  allow  no  pupil  to  enter  the  latter  except  upon  a  satisfactory 
examination  upon  the  preparatory  course  —  exclude  tho  academic 
studies  from  the  common  schools  except  the  graded  ones,  and  thus 
confine  each  rigidly  to  its  own  legitimate  work.  Let  us  away  with 
this  farce  of  allowing  the  teachers  in  our  common  schools  to  launch 
out  into  the  (to  many  of  them)  unknown  regions  of  algehra, 
philosophy  and  astronomy,  while  the  weightier  matters  of  the  law,  read- 
ing, spelling,  writing,  kc,  are  quite  neglected,  and  at  the  same  time 
admitting  to  our  academies  those  whom  we  refuse  to  acknowledge 
as  academic  pupils,  in  greater  number,  five  to  one,  than  the  academic 
students  themselves.  An  able  committee  of  your  bodj  is  to  report 
at  this  meeting  a  curriculum  of  studies  for  common  schools.  I 
trust  it  will  be  considered  with  such  care  as  its  importance  demands. 
That  the  proper  authorities  will  fix  upon  a  suitable  course  of  studies 
for  academies  at  an  early  day,  and  that  if  legislative  action  is  needed 
to  prevent  hereafter  the  admission  of  any  but  properly  qualified 
pupils  into  the  academies  of  tho  state,  it  will  be  speedily  invoked. 
Scarcely  any  other  measure  that  could  be  devised  seems  to  me  to  be 
BO  full  of  promise  for  the  schools  of  the  rural  districts  as  this ;  and 
let  us  not  forget  that  one  member  of  our  educational  system  can  not 
suffer  without  all  the  members  suffering  with  it.  Let  us  not  forget. 
in  our  laudable  efforts  to  elevate  the  standard  of  education  in  the 
state,  the  class  of  schools  from  which,  during  the  whole  history  of 
the  republic,  have  sprung  a  large  proportion  of  our  wisest  and  best 
men. 

The  public  schools  of  the  cities  and  larger  villages  of  the  state 
are  free,  while  in  those  of  the  rural  dbtricts  the  rate  bill  system 


362  Preeideiit  AtuxUer'a 

everywhere  prevails.  If  the  experience  of  the  last  twenty  yetni 
has  settled  any  thing,  apparently  beyond  reasonable  controverpy,  it  is 
H^  the  justice,  expediency  and  economy  of  free  schools.  The  proposi- 
tion that  '^  the  property  of  the  state  should  educate  the  children  of 
the  state ''  seems  too  thoroughly  established  to  need  further  argu- 
ment. Property  is  but  the  result  of  labor,  directed,  it  is  true,  by 
the  combined  intelligence  of  the  employer  and  laborer;  and  shall 
capital  longer  grudge  to  labor  so  small  a  pittance  from  its  surplus 
earnings  as  will  give  the  children  of  the  laborer  a  good  common 
school  education  ?  When  state  after  state  has  taken  rank  in  the 
free  school  column,  does  it  comport  with  the  dignity  or  the  generosity 
of  the  imperial  state  of  New  York  to  stand  longer  in  opposition  f 
Should  she  not  hasten  to  so  amend  her  laws  in  compliance  with  the 
recommendation  of  the  State  Superintendent,  ^^  That  the  odious 
rate  bill  shall  no  longer  prevent  children  from  going  to  school; 
that  the  school  shall  be  as  free  to  all  of  proper  age  and  condition 
as  the  air  and  the  sunlight;"  and  should  not  this  association 
reaffirm  its  former  testimonies  upon  this  subject,  and  throw  the 
entire  weight  of  its  influence  in  favor  of  a  wise  and  salutary  measure 
of  public  justice  too  long  delayed  ? 

There  has  never  been  a  period  in  our  national  history  when  a 
vigorous  application  of  all  our  educational  agencies  was  more 
necessary  than  now.  All  the  teaching  talent  of  the  country  will 
need  to  be  brought  into  activity  to  supply  the  rapidly  increasing 
demand.  New  fields  are  opening  on  every  hand  which  must  be 
occupied,  or  serious  consequences  will  ensue.  In  the  south  we  have 
four  millions  of  people  suddenly  transformed  from  chattels  personal, 
into  men,  and  invested  with  the  rights  and  responsibilities  of 
citizens  —  literally  a  nation  born  in  a  day.  These  must  be  educated 
and  fitted  for  their  now  relations,  or  their  emancipation  will  prove  a 
curse  rather  than  a  blessing  to  themselves  and  the  country.  Then 
there  are  the  millions  of  poor  whites  of  the  same  section  to  whom 
knowledge  has  hitherto  been  a  sealed  book,  who  are  hardly  less 
ignorant  and  degraded  than  the  blacks  themselves,  who  are  to  be 
|n  like  manner  fitted  to  act  intelligently  their  part  in  the  recon- 
structed order  of  things. 

Again  ,thcre  is  a  greatly  increased  tide  of  foreign  immigration  now 
settling  upon  our  shores  which  is  likely  to  be  still  more  augmented 


Annual  Address.  363 

on  account  of  the  unsettled  aspect  of  affairs  in  Europe.  All  tbese 
must  be  brought  under  the  iufluence  of  our  schools,  made 
acquainted  with  our  language,  customs,  and  laws,  before  they  can 
be  in  any  true  sense  naturalized  and  fitted  for  an  intelligent  dis- 
charge of  the  new  duties  devolved  upon  them  in  this  land  of  their 
adoption.  It  becomes  the  people  of  the  country,  in  view  of  the 
vastness  and  increasing  importance  of  this  work,  to  hold  out  much 
stronger  inducements  than  heretofore  to  men  and  women  of  talent, 
ability  and  worth,  to  enter  this  great  field  where  the  harvest  truly  is 
plenteous,  but  the  skilled  laborers  are  comparatively  few.  It  becomes 
us,  too,  as  educators  to  prepare  ourselves  for  the  increasing  circle  of 
our  opportunities  and  duties.  The  work  we  have  taken  upon  us  is 
a  most  arduous  and  responsible  one.  It  requires  men  of  clear  heads, 
true  hearts,  and  noble,  generous  impulses,  ready,  if  need  be,  to  make 
sacrifices  for  the  promotion  of  a  great  and  good  cause.  If  circum- 
stances or  our  own  inclinations  will  not  permit  any  of  us  to  make 
these  sacrifices,  let  us  give  way  to  those  who  can  and  will  do  so. 
Teachers,  of  all  men,  should  bo  well  paid  for  their  services,  but  the 
fact  that  they  are  not  thus  paid,  will  not  in  the  least  excuse  them 
from  the  faithful  and  conscientious  discharge  of  their  voluntarily 
assumed  duties. 

While  our  calling  is  one  of  cares,  and  trials,  and  perplexities,  and 
has  its  tendencies  against  which  we  must  constantly  guard  if  we 
would  maintain  a  true  and  vigorous  manhood,  it  has  also  its  com- 
pensations to  which  in  darker  hours  we  must  turn  for  consolation 
and  encouragement.  Nor  let  us  ever  forget  that  this  life  is  but 
a  point  upon  the  boundless  circle  of  our  existence,  and  that  the 
dictates  of  sound  philosophy,  not  less  than  the  teachings  of  the  purest 
Christianity,  bid  us  endure  for  a  season,  that  we  may  reap  unending 
joys  on  the  elysian  fields  of  an  eternal  hereafter. 

Nor  let  the  good  man's  trust  depart, 

Though  life  its  common  gifts  deny  ; 
Though  with  a  pierced  and  bleeding  heart, 

And  spurned  of  men,  he  goes  to  die. 

For  God  has  marked  each  sorrowing  day, 

And  garnered  every  bitter  tear, 
And  heaven's  long  age  of  bliss  shall  pay, 

For  all  his  children  suffer  here. 


364  President  Atwaiei^a 

There  is  mucb  in  the  every  day  life  of  the  tme  teacher  —  all 
repulsive,  as  it  may  seem  to  the  mere  hireling,  or  to  the  uniDitiated — 
to  soften  its  asperities,  and  render  it  quite  tolerable,  nay,  ofttimes 
attractive.  The  real  educator,  whose  heart  beats  in  sympathy  with 
the  great  heart  of  humanity,  whose  affections  are  warm,  and  hia 
nature  buoyant,  enters  upon  all  the  duties  of  his  vocation  with  a 
life,  spirit,  and  energy,  that  quicken  the  pulses  of  his  pupils,  and 
make  them  something  more  than  mere  passive  recipients.  The 
new  life  that  he  thus  awakens  in  them,  reacts  upon  himself,  and  he 
learns  from  blessed  experience  that  there  is  that  scattereth  and  yet 
increaseth.  Again,  it  is  not  enough  that  the  teacher  knowz  a 
'thing ;  he  must  be  able  to  impart  his  knowledge  to  others,  henee 
that  thoroughness  of  study,  which  is  discipline. 

*<  Thoughts  disentangle  passing  o*er  the  lips  ; 

Speech  spreads  the  beauteous  images  abroad, 
Which  else  lie  ftirlcd  and  clouded  in  the  soul ; 

Aye!  tpeech  is  morning  to  the  mind." 

The  teacher  is  no  exception  to  the  proposition  of  an  eminent  writer 
that,  "  every  man  is  debtor  to  his  profession." 

As  you  go  forth  from  this  place,  fellow  teachers,  be  not  unmindAil 
of  the  dignity  of  your  high  calling;  seek  just  reward  for  your 
services )  for  it  is  indispensable  to  your  proper  support,  and  is,  more- 
over, in  the  present  perverted  state  of  public  opinion,  to  some  extent 
the  measure  of  your  influence,  but  subordinate  this  at  all  times,  as  a 
motive  to  exertion  to  those  higher  and  nobler  impulses,  which  are 
derived  from  a  contemplation  of  your  responsibility  to  your  pupils, 
to  the  communities  in  which  you  dwell,  to  our  common  country, 
and  to  God,  the  Father  of  us  all.  Strive*  by  patient  study,  by 
constant  self-control,  by  lofty  and  heroic  endeavor  to  fit  yourselves 
to  become  the  dispensers  of  all  good  and  holy  influences,  and  if  due 
appreciation  of  your  labors  does  not  immediately  follow,  patiently 
abide  your  time. 

You  may  receive  inadequate  reward  for  valuable  services, —  you 
may  not  occupy  the  chief  seats  in  the  synagogues,  nor  the  uppermost 
rooms  at  feasts — you  may  be,  as  was  the  world's  Great  Teacher, 
despised  and  rejected  of  men ;  but  your  memory  will  live  in  the 


Annual  Address.  365 

deepest  recesses  of  many  a  young  heart,  and  will  continue  to  be  an 
active  force  in  human  affairs  long  after  you  shall  have  passed  away 
from  earth )  and  when  the  scroll  of  eternity  shall  be  unrolled,  high 
up  among  the  benefactors  of  the  race  will  be  found  the  names  of 
those  who  have  intelligently,  earnestly,  hopefully,  patiently,  prayer- 
fully, "taught  little  children  to  read." 

The  educator,  especially  one  who  has  followed  the  vocation  from 
youth  to  middle  age,  and  who  is  hopeful,  and  trustful,  as  he  must  be, 
if  he  at  all  succeeds  —  is  an  enthusiast  —  is  ever  tempted  to  pass 
from  the  real  to  the  ideal  —  from  the  positive  and  actual  to  the 
possible  and  mythical  —  ever  and  anon  he  glides  into  a  fanciful 
realm,  whose  landscapes,  fairer  than  the  fairest  of  earth,  enliven  the 
eye  of  the  poet,  whose  forms  almost  angelic  enrapture  the  artist — a 
realm  where  parents  are  always  prudent  and  faithful,  and  children 
ever  reverent  and  obedient  —  where  teachers  know  every  thing,  and 
pupils  in  a  very  little  time  know  more  than  their  teachers — where 
school  houses  rise  as  if  by  magic,  adorned  after  the  similitude  of 
palaces  —  where  no  rate-bills  are  ever  known,  and  the  dread  form  of 
the  tax-gatherer  never  overshadows  the  vision.  Delightful  as  it  seems 
to  dwell  in  this  realm,  the  sober  realities  of  this  day  and  age  forbid. 
And  yet,  as  the  ideal  ever  precedes  the  actual  —  as  the  successive 
achievements  of  the  ages  are  but  the  gradual  elimination  of  errors 
and  deformities  from  the  actual,  causing  it  constantly  to  approximate 
to  the  ideal,  may  we  not  reasonably  hope  that  this  yearning  after 
something  higher  and  better  in  this  department  of  human  endeavor 
is  but  a#  earnest  of  better  things  in  a  brighter  future.  May  this 
hope  stimulate  us  to  exertion  —  may  each  of  us  strive  to  hasten 
forward  this  educational  millenium;  to  see  that  the  approximation 
be  not  like  that  of  the  asymptote  to  the  curve  of  the  hyperbola, 
terminated  only  at  an  infinite  distance. 

Men  are  immortal  on  earth,  only  as  they  live  in  their  works 
and  the  memory  of  those  who  do  great  things;  to  promote  the 
welfare  and  happiness  of  the  race  is  not  willingly  permitted  to  die. 
We  commemorate  our  military  and  naval  heroes,  by  rearing  marble 
columns,  pointing  heavenward,  and  inscribing  thereon  the  records 
of  their  mighty  deeds,  and  we  do  well,  for  they  deserve  nobly  at 
our  hands ;  but  how  much  more  worthy  of  a  nation's  reverential 
regard  and  undying  remembrance,  are  those  who  inaugurate  or 


366  PreaiderU  AtwcUer^s 

Buccessfully  carry  forward  great  educational  enterprises?  What 
nobler  monument  can  men  and  women  rear  to  perpetuate  the  memory, 
than  an  organized  system  of  schools,  exerting  a  controlling  influence 
upon  the  manners,  customs,  habits,  and  destiny  of  a  great  en- 
lightened and  christian  people  ? 

Be  it  ours,  unitedly  and  harmoniously,  to  sustain,  strengthen,  and 
perfect  the  educational  system  of  this  great  state,  and  make  it 
worthy  to  be  one  of  the  co-ordinate  elements  in  a  system  of  natwnal 
education,  which,  while  it  shall  make  America  the  glory  of  all 
lands,  shall  also  carry  healing  in  its  wings  to  the  remotest  nations, 
and  the  most  distant  times.  So  that  when  the  effete  systems  and 
the  crumbling  dynasties  of  the  old  world  shall  have  tumbled  into 
ruins,  the  land  of  Washington  and  Lincoln  may  give  back  to  it 
the  civilization  they  gave  to  us,  increased  in  value  an  hundred  fold, 
and  clothed  with  more  than  oriental  splendor. 

Education  is  a  unit.  We  may  talk  of  different  kinds  of  schools  — 
common  schools,  academies,  schools  of  special  training,  and 
colleges  —  but  in  the  highest  sense,  all  are  one.  The  true  end  of 
all  education,  is  to  train  individuals  for  an  immortal  destiny,  and 
nations  for  the  highest  and  holiest  purposes  of  a  Christian  civilisa- 
tion :  to  this  end,  if  we  are  true  men  and  women,  we  are  all 
co-workers,  whether  we  labor  in  the  highest  or  lowest  grades  of 
schools.  The  work  of  all  is  alike  dignified  and  noble,  and  all  will, 
here  or  hereafter,  receive  their  just  reward. 

Pleasant  memories  and  kindly  sympathies,  require  me  to  say  a 
word  in  passing  of  our  late  lamented  friend  and  associate,  G.  H. 
Gildcrsleeve,  intelligence  of  whose  decease  has  so  recently  reached 
us.  He  was  among  the  earliest  and  firmest  friends  and  supporters 
of  this  association,  always  actively  and  warmly  attached  to  its 
interests,  and  ready  to  labor  for  it  where  labor  was  most  needed. 
He  was  an  ardently  devoted  and  eminently  successful  teacher,  and 
though  circumstances  had  drawn  him  aside  from  the  duties  of  his 
chosen  profession,  we  remember  him  with  the  liveliest  feelings  of 
gratitude  for  the  elevating  influences  of  his  pure  and  noble  life, 
mingled  with  the  deepest  emotion  of  sorrow  for  his  early  death. 

**  He  rests  from  his  labors  and  his  works  do  follow  him." 

So  must  you  and  so  must  I,  pass  sooner  or   later  from  these 


Anmiol  Address.  367 

earthly  scenes,  to  reap  the  reward  of  our  doings.  May  we  too  be 
also  ready. 

As  in  the  visions  of  the  night  we  live  over  again,  in  imagination, 
our  daily  lives,  so  there  is  reason  to  believe,  from  the  narrated 
experience  of  those  who  have  been  rescued  from  a  state  of 
unconsciousness  allied  to  death,  that  at  the  instant  of  dissolution 
the  whole  of  life,  like  a  grand  panoramic  picture,  passes  before 
the  mind's  eye,  and  we  are  made  the  unwilling,  perhaps,  yet 
conscious  and  impartial  judges  of  our  own  acts. 

Historians  tell  us  that  when  the  conqueror  of  Europe,  upon  his 
lone  rock  in  mid-ocean  came  to  his  last  hours,  and  his  body  was 
sinking  in  death,  his  spirit  was  mingling  in  the  most  stirring  scenes 
of  his  eventful  life.  Again  he  was  at  the  head  of  his  legions, 
"  struggling  beneath  the  Pyramids — on  the  banks  of  the  Danube  — 
on  the  plains  of  Italy  —  the  thunder  of  cannon  smote  upon  his 
ear." 

**  Again  Marengo's  field  was  won 
And  Jena's  bloody  battle : 
Again  the   world  was  overrun 
Made  pale  by  his  cannon's  rattle." 

And  thus  in  the  midst  of  battle  and  of  conflict  he  breathed  out  his 
life.  Not  less  instructive  as  a  moral  lesson,  illustrative  of  the 
undying  interest,  the  educator  should  have  in  his  work;  and  infinitely 
more  touching  and  beautiful  is  the  story  of  a  teacher,  who  after 
having  seen  successive  little  flocks  go  out  and  in  before  him  in  the 
same  place,  for  more  than  thirty  years,  was  finally  brought  to  the 
limit  of  his  mortal  existence,  and  as  life  waned  apace  and  earthly 
things  receded,  he  was  again  in  the  school  room,  familiar  faces 
gathered  about  him — familiar  tones  fell  upon  his  listening  car  — 
imaginary  ideal  forms  of  the  loved  ones  he  had  taught,  from  both 
worlds,  mingled  about  his  couch.  Again  he  was  monarch  of  all  he 
surveyed,  and  the  willing  subjects  of  his  sway  lent  attentive  ear  to 
the  words  of  wisdom  that  fell  from  his  lips,  and  as  the  shadows  of 
the  dark  valley  grew  thicker,  and  those  ethereal  forms  faded  one 
by  one,  from  his  failing  vision,  he  called  his  wasting  energies  and 
whispered,  '*  It  is  getting  dark  —  the  boys  may  go  out  —  school  is 
dismissed." 


368  Faiih. 

May  you  so  labor,  as  teachers,  that  your  last  hours  may  be  as 
peaceful,  and  your  last  earthly  visions  as  bright  and  beautiful  as  his. 
May  you  so  labor  and 

**So  liTe,  that  when  your  summons  comes 

To  join  the  innumerable  carayan  which  moves 

To  that  mysterious  realm  where  each  shall  take 

His  chamber  in  the  silent  halls  of  death  — 

You  go  not  like  the  quarry  slave,  at  night. 

Scourged  to  his  dungeon,  but  slistained  and  soothed 

By  an  unfaltering  trust  approach  the  grave 

Like  one  who  wraps  the  drapery  of  his  couch  about  him 

And  lies  down  to  pleasant  dreams." 


Faith.' 


BT   MISS   MABT   A.  EIPLBT  OF   ALBANY. 

Green  summits  lie  in  light  and  shade, 
And  forest  arches  rear  their  pride, 
Gleaning  their  pomp  from  things  that  died, 

And  moldered  in  the  summer  glade. 

The  soil  is  rich  beneath  my  feet. 
With  dust  that  lived  in  years  agone, 
Whose  grandeur  towered,  whose  beauty  shone. 

Whose  bravery  breasted  cold  and  heat. 

The  ancient  glory  perished ;  here 
Life  roots  itself  in  death,  and  feeds 
Upon  the  crumbled  past ;  nor  heeds 

That  its  own  throne  rests  on  the  bier. 

And  as  these  olden  forms  decay, 
To  give  their  beauty  to  the  new. 
The  later  standing  where  they  grew. 

So  is  it  with  the  world  for  aye. 

The  Present  for  the  Future  strives ; 
Not  for  themselves  the  ages  roll. 
Wasting  proud  blood  for  goodly  spoil ; 

Not  for  to-day  men  give  their  lives. 

•Bead  before  the  New  York  State  Teachers'  Aieodation  at  Genera. 


Faith.  369 

Not  that  old  bounds  may  be  restored. 

Do  gathering  armies  tread  the  plain  ; 

Not  for  a  field  is  crimson  rain 
Upon  the  stainless  blossoms  poured. 

Nay,  not  for  these  the  word  goes  forth; 

Not  for  a  proTinoe  or  a  throne 

Is  the  loud  battle  trumpet  blown 
Through  continents  from  south  to  north. 

But  that  the  manhood,  crushed  beneath 

A  million  hoary-headed  wrongs, 

May  burst  its  chains,  break  into  songs, 
And  with  a  fresher  gladness  breathe. 

The  people  shake  the  palace  towers; 

Kings  plot  against  the  people's  life ; 

The  mountains  heave  with  giant  strife ; 
At  Freedom's  feet  the  tyrant  cowers. 

Above  this  cloud-wrapped  surge  of  war, 

She  sits  to  watch  the  world  progress ; 

And  seers  and  prophets  all  confess 
Her  light  to  be  their  guiding  star. 

0  earth,  roll  toward  thy  perfect  state  I 

Put  on  thy  garb  of  liberty ! 

Call  forth  thy  sons,  the  pure,  the  Aree, 
About  thy  radiant  throne  to  wait. 

We  know  the  sleeping  centuries  lie 

Beneath  the  days  wherein  we  walk ; 

Old  wisdom  flavors  our  new  talk ; 
We  may  not  fling  the  ancients  by. 

For  their  great  thoughts  come  flowing  down 

From  misty  heights  so  far  away, 

We,  in  our  foolish,  childish  play, 
Forget  whence  all  their  balm  is  blown. 

Ay,  the  old  thinkers  for  us  thought ; 

For  us  the  seers  their  visions  told ; 

For  us  the  prophesies  unrolled ; 
For  us  the  warriors  armed  and  fought. 

Men's  lives  were  cheap  and  pauper  toys, 

If  their  great  deeds  were  left  unsown  ; 

We  have  to  loftier  stature  grown. 
When,  with  a  self  forgetting  poise, 


370  Fumcticn  of  Normal  Schools. 

We  can  work  oSt  nor  heed  the  eyes 
That  Arigidly  our  labor  Bcan ; 
Uncaring,  if  we  may  but  plan 

A  scale  by  which  the  world  may  rise. 

Thus  wrought  the  man  whose  rererend  dust 
In  Mississippi's  Talley  rests ; 
Whose  brightness  dims  the  tyrant-crests, 

That,  shameless,  glow  with  princely  lust ; 

Who  wrought  through  sad,  distrustful  hours. 
Who  saw  through  darkness  into  light, 
Whose  Faith  beheld  the  conquering  Right, 

Whose  brave  life  blossomed  into  flowers ; 

Who  sits  above  the  mitered  priest. 
Above  the  purple-vestured  king ; 
Whose  simple  teachings  yet  shall  bring 

The  world  toward  its  millenial  feast. 

And  when  these  passing  years  are  old. 
When  mosses  cling  to  our  new  domes. 
Where'er  our  purer  freedom  comes. 

The  fame  of  Lincoln  shall  be  told. 

O  earth,  roll  into  golden  light! 

Let  sunshine  pierce  the  battle-gloom  ; 

Roll  forward,  giye  the  people  room; 
Roll  into  day,  roll  out  of  night  I 


Hemarks  on  the  Function  of  Normal  Schools. 

Tbc  original  idea  of  the  work  of  a  normal  school,  seems  to  haye 
been,  at  least  on  the  part  of  some,  to  traia  teachers,  solely  in 
methods  of  imparting  instruction.  The  intention,  on  the  part  of 
those  starting  with  this  idea,  has  been  to  take  pupils  who  had 
completed,  or  nearly  completed,  their  academical  studies  (and  were 
thus  fitted,  as  far  as  the  furnishing  of  the  mind  is  concerned,  to 
become  teachers),  and  to  give  them,  in  connection  with  a  review  of 
their  studies,  a  course  o/  pro/ess  ton  a!  training^  to  which  is  added  in 
many  schools,  a  certain  amount  of  practice,  or  observation  in  experi- 
mental or  model  schools  under  the  criticising  eye  of  experienced 
teachers.  A  programme  of  study,  starting  from  this  point,  would, 
as  we  should  naturally  expect,  be  a  programme  of  reviews,  arrange 


Function  of  Normal  Schools.  371 

ing  for  a  sufficient  amount  of  work,  in  a  given  time,  for  the 
occupation  of  students  who  had,  already,  attained  a  fair  knowledge 
of  the  subjects  laid  down :  and  here  I  would  give  the  absolute  or 
whole  time  devoted  to  each  study  in  one  of  these  programmes. 

Arithmetic, llf  Algebra, 8| 

Grammar 9J  Natural  Philosophy, 8} 

Geography, 3|  Physiology, If 

Reading 3f  Geology If 

Writing, IJ  Trigonometry,  If 

Composition, 1|  Surveying, 1^ 

U.  S.  History, 2f  Mental  Philosophy IJ 

General  History, 2f  Moral  Philosophy, If 

Bookkeeping,  If  Rhetoric, If 

Geometry, 8f  Chemistry, 2f 

That  such  a  course  would  be  wholly  unfit  for  pupils  who  had  failed 
to  receive  the  previous  preparation,  will  be  perceived  at  a  glance. 
Yet,  we  find,  in  point  of  fact,  that  the  pupils  who  present  them- 
selves as  candidates  for  seats  in  our  normal  schools  possess  no  such 
previous  preparation.  With  by  far  the  greater  proportion  of  them, 
1^  is  with  much  difficulty,  that  we  find  sufficient  preparation, 
vven  in  the  elementary  branches,  to  admit  them  to  a  foothold  in 
our  classes,  at  a  point,  from  which  they  must  work  their  way  up 
through  studies  taken  at  first  sight,  and  into  which  they  have 
never  looked  before,  it  is  easy  to  see  what  we  demand,  when  we 
attempt  to  force  such  pupils  as  these  through  a  programme  of 
reviews,  and  to  secure,  not  only  thoroughness,  in  the  most  abstruse 
branches  of  an  academical  course,  but  to  give  them  also  an  aptitude 
to  impart  to  others  in  the  best  manner,  a  knowledge  of  branches  over 
which  they  are  forced  to  skim,  as  rapidly,  and  at  as  little  depth,  as 
a  petrel  skims  the  water.  If  experience  really  teaches  us  that  this 
is  the  point  at  which  the  provision  of  the  state  normal  schools 
meets  the  requirements  of  the  future  teachers  of  the  state  for 
instruction  in  their  profession,  it  is  evident  that  there  is  a  gap 
between  the  2wovmon  and  the  demand^  which  needs  to  be  filled  up, 
by  some  device  or  other.  But,  I  believe,  it  is  the  office  of  the 
normal  schools^  rather  than  the  teachers,  to  fill  this  gap.  The  object, 
in  establishing  normal  schools,  is,  if  any,  to  provide  the  best 
possible  teachers  for  our  free  schools — to  give  them  some  such 

[Vol.  XV,  No.  12.]        25 


372  Fwnction  of  Normal  Schools. 

preparation  as  is  considered  necessary  in  every  other  profession,  — 
to  give  to  the  schools,  such  teachers,  as  will  render  them  worthy  of 
the  great  efforts  the  state  has  made  to  estahlish  them,  worthy  to 
belong  to  the  best  system  of  schools  that  the  world  has  yet  known. 
A  main  object  in  providing  a  seminary  for  the  preparation  of  candi- 
dates for  this  profession,  is,  to  prevent  quackery,  in  this,  as  in  other 
professions. 

The  appointments  for  seats  in  the  normal  school  are  made,  as  is 
well  known,  by  the  school  commissioners  of  the  different  counties; 
and  it  is  stipulated,  that  these  candidates  shall  possess  an  unblem- 
ished moral  character,  sound  bodily  health,  good  natural  abilities, 
and  the  best  acquired  preparation  fur  the  office  of  teacher  that  can 
be  found.  Thus  far,  the  state  has  done  its  duty,  wisely  considering 
that  the  natural  and  acquired  abilities  of  candidates  for  the  office 
of  teacher  are  quite  as  important  as  those  of  candidates  for  positions 
in  the  army.  We  consider  them  far  more  important.  We  are  con- 
vinced, also,  that  the  school  commissioners  do  their  dutj/  faithfull^^ 
and  return  to  these  seats  the  best  material  that  can  be  found  for  this 
purpose.  It  becomes  evident  then,  from  an  experience  of  many 
years,  that  the  requirements  of  the  state  in  this  respect  need  to  be 
met,  at  a  point  for  which  vl  proyramme  of  revietcs  does  not  by  any 
means  provide.  It  is  a  fact  patent  to  all,  that  the  profession  of  the 
teacher,  is  one  that  never  will  bring  wealth  to  those  engaged  in  it 
If  wealth  ever  comes  to  those  thus  engaged,  it  is  through  some 
means  which  no  chain  of  human  logic  could  have  foretold,  and  for 
which  no  human  philoFophy  can  account.  Those,  therefore,  who 
look  to  wealth  as  the  reward  of  toil,  arc  pretty  certain  not  to  engage 
in  this  profession.  Those  who  fill  its  offices,  must  be  drawn  from 
a  class,  who  are  ready  to  content  themselves  with  a  moderate  supply 
of  this  world's  benefits ;  and  they  are,  consequently,  likely  to  origi- 
nate among  those  who  are  in  the  middle  walks  of  life.  From  this 
point  of  view,  it  is  clear,  that  the  candidates  for  this  office,  really 
need  the  assistance  of  the  state  at  a  point  where  a  certain  amount 
of  academical,  as  well  as  of  professional  training  is  required. 
The  state  secures  for  this  work,  the  best  material  it  can  obtain; 
and  it  needs  to  do  its  part  of  preparimj  the  pupils  thus  obtained  far 
their  profession^  in  such  a  wui/  that  their  normal  training  shall  nof 
dp  them  more  harm  than  good.     But,  it  does  do  them   more  haim 


Functio7i  of  Normal  Schoola.  373 

than  good,  if  it  teaches  them  to  be  superficial  in  things  which  they 
profess  to  understand,  if  it  obliges  them  to  skim  along  so  rapidly 
as  to  obtain  only  the  merest  smattering  of  a  subject,  and  to 
fall  at  last  into  such  a  habit  of  doing  this,  that  they  lose  all 
knowledge  of  what  thoroughness  is,  and  come,  finally,  never  to 
expect  to  hear  a  perfect  recitation,  either  in  their  own  class  rooms, 
or  from  the  pupils,  they  are  called  to  teach.  It  does  them  more 
harm  than  good,  if,  with  a  natural  desire  on  their  part,  for  thorough- 
ness and  faithfulness,  in  all  that  is  required  of  them,  it  urges  them 
beyond  their  strength,  so  that  before  they  come  to  the  discharge  of 
their  professional  duties,  the  health  is  broken  and  the  nervous 
system  ruined,  as  has  often  been  the  case.  We  may  form  our 
theorie*^  but  if  we  w'sh  to  put  them  into  practice,  we  must  bring 
them  down  to  practical  facts  as  they  exist.  We  can  not  change 
these  facta  by  a  sweep  of  the  imagination  to  fit  our  theorirs.  If 
then,  experience  has  shown  us  the  only  possible  point  at  which  the 
provisions  of  the  state  for  the  preparation  of  its  teachers  can, 
(for  the  present  at  least),  meet  the  requirements  of  those  who  pre- 
sent themselves  as  candidates  for  this  profession,  we  have  received 
so  much  light  on  what  are  now  the  proper  functions  of  a  normal 
school.  But  we  are  prepared  to  go  farther  than  this,  and  give  it  as 
our  opinion  that  this  is  the  best  point  at  which  the  requirements 
of  these  candidates  for  preparation  can  be  met.  Is  it  not  better 
that  the  mind  should  be  pruned  and  fitted  for  its  special  work  at 
the  same  time  that  it  is  receiving  to  it.^elf  the  knowledge  it  must 
afterwards  impart?  The  mind  grows  less  plastic  as  it  approaches 
mature  age.  The  mobility,  the  ease  with  which  it  is  molded  in 
childhood  is  lost  gradually.  It  hardens,  so  to  speak,  upon  the 
knowledge  it  receives,  imbedding,  often,  with  it,  many  forms  of 
error,  so  that  in  the  pruning  which  must  afterwards  be  given,  it 
re(juires  the  work  of  the  chisel  which  removes  the  solid  marble, 
rather  than  the  milder  instrument  by  which  the  yielding  clay  is 
molded  to  its  uses. 

We  all  know  the  difference  in  the  work  of  the  skillful  nursery- 
man, when  he  enters  a  nursery  of  young  trees,  and  prunes  and 
trains  them  into  forms  of  beauty,  that  will  both  please  the  eye,  an4 
bring  about  the  best  results ',  and  when  he  enters  an  old  orchard, 
with  boughs  twisted  and  gnarled,  with  tops  filled  with  caterpillars. 


374  FiMicHon  of  Normal  Schools. 

or  black  knots  and  trunks  covered  with  crocodile  Rcales,  which 
only  the  utmost  patience  can  remove.  lie  enters  with  saws  and 
pruning  knife;  but  he  grows  heartsick  at  the  first  glance,  and 
though  he  sets  about  his  work  with  tireless  energy,  lopping  off 
here,  and  straightening  there,  and  letting  in  the  light  in  all  direc- 
tions, he  meets  discouragement  at  every  step,  and  knows  that  with 
his  best  endeavors,  he  will  secure  but  doubtful  results.  The  yowtg 
orchard  is  incomparably  more  valuable  than  the  old,  for  the 
purposes  he  desires  to  reach. 

It  is  with  a  greater  keenness  of  appetite,  that  the  mind  seizes 
upon  the  details  of  a  new  study,  and  the  modes  of  imparting  it, 
than  that,  with  which  it  accepts  instruction  in  new  methods  of 
imparting  that,  with  which  it  holds  itself  already  familiar.  Let  iu 
have  then,  for  the  young,  the  best  culture,  which  it  is  possible  to 
obtain,  and  as  the  pupil  approaches  mature  age,  if  he  intends  to  fit 
himself  for  the  profession  of  the  teacher,  let  him  put  himself,  at 
once,  into  a  course  of  training  /or  this  special  object  And  let  us 
give,  in  our  normal  schools,  such  a  programme  of  study  as  the 
candidates  for  seats  iu  them,  can  master  thoroughly,  in  the  time 
allotted,  in  connection  with  the  instruction,  in  modes,  and  the 
practice  in  teaching,  that  these  schools  must  give.  The  elementary 
branches  must  have  the  first  place,  aud  no  pupil  should  be  passed 
to  higher  studies,  who  is  not  thoroughly  rooted  and  grounded  in 
these.  These  will,  of  themselves,  fit  teachers,  in  a  measure,  fur 
our  common  district  schools,  and  it  is  only  after  they  are  thus 
fitted  thoroughly,  that  they  should  expect  to  go  up  higher.  If  thiB 
work  of  training  is  well  done,  its  influence  will  be  re&ctionaiy, 
and  we  may  expect  each  new  set  of  candidates  for  seats  in  our 
normal  schools,  coming  from  the  hands  of  teachers,  already  trained 
in  them,  will  be  better  prepared  for  the  work  which  these  schools 
will  do  for  them.  It  may  be  said,  that  the  time  usually  given  to 
normal  school  training  is  not  sufficient,  under  these  conditions,  for 
a  complete  academical  course.  This  may  be  true;  but  the 
argument  does  not  militate,  at  all,  against  the  necessity  of 
thoroughness  in  whatever  the  pupil  undertakes.  He  had  better 
}earn  two  or  three  things,  so  that  he  knows  them,  than  to  a  have  a 
ppaattering  of  a  dozen  topics,  poured  in  utter  confusion  into  his  brain. 
IJnleas  the  mind  haa  time  to  systematise  the  knowledge  it  obtainf 


Fwnction  of  Normal  Sohools.  375 

as  it  goes  on  —  to  sort  it  out,  and  label  it,  in  its  specific  depart- 
ments —  this  knowledge  will  be  likely  to  be  of  very  little  use  to  its 
possessor. 

If  jou  attempt  to  ask  questions  of  a  pupil,  who  has  been  through 
this  kind  of  cramming  process,  you  are  introduced,  at  once,  to  the 
state  of  confusion  which  exists  in  his  mind.  He  glares  at  you  with 
frightened  eyes,  and  casts  about  desperately  in  the  vortex  of  his 
mind,  to  sec  if  he  can  fish  up  the  required  item.  He  knows 
that  there  has  been  a  vast  deal  of  information  poured  into  this 
vortex,  and  he  thinks  it  quite  likely,  there  may  be  something  there, 
on  the  very  topic  about  which  you  are  inquiring.  But  floundering 
without  a  compass,  he  grows  more  and  more  desperate,  and  finally 
seizes  the  first  thing  that  comes  to  hand,  and  presents  it  to  your 
astonished  eyes,  no  matter  how  remote  or  irrelevant  it  may  be  to 
the  matter  sought.  (If  it  was  of  American  history  you  asked ;  it  is 
most  likely,  Pocahontas,  that  has  been  drawn  up.  Her  black  hair 
is  usually  floating,  amidst  the  foam  of  these  mental  whirlpools,  and 
the  poor,  kind  hearted  squaw  is  dragged  to  light,  on  the  most 
absurd,  and  incongruous  occasions). 

There  is  no  one  who  needs  to  be  more  exact  in  his  knowledge^ 
and  to  have  it  more  completely  systemaUsed,  and  ready  for  use,  at 
any  moment,  than  a  teacher.  If  he  has  not  his  knowledge  thus 
at  his  command,  the  golden  moment  when  he  needs  to  impress 
important  points  upon  his  pupils,  will  slip  from  him,  day  after 
day,  and  his  services  will  be  of  comparatively  little  use  to  him. 

One  of  the  highest  functions  of  the  normal  school  is  to  give  ease 
and  power  of  expression  to  those  to  whom  readiness  of  expression 
is  of  such  fundamental  importance.  The  academical  student  seeks 
his  alma  mater  for  the  purpose  of  acquiring  scientific  and  literary 
facts,  and  for  the  discipline  of  his  mental  powers.  The  normal 
student  includes  these  objects  in  his  purpose,  and  more.  He  must 
not  only  be  well  disciplined  and  well  informed  upon  points  which  he 
professes  to  understand,  buthc  must  be  able  to  express  them,  readily 
and  directly.  The  illustration  or  statement,  which  is  clear  and 
forcible  to  one  person  is  not  clear  and  forcible  to  another.  The 
intellect  of  one  pupil  will  grasp  a  thought  almost  intuitively  when 
suggested,  while  the  intellect  of  the  other  will  grasp  only  its 
most  indefinite  outlines,  so  that  he  who  would  teach  well  must  be 
able  to  express  his  ideas  readily,  directly  and  in  a  way  adapted  to 


376  Function  of  Normal  Schools. 

the  capacities  of  those  he  instructs,  and  in  such  a  manner  as  to 
kindle  that  glow  of  intellectual  sympathy  which  always  accompanies 
all  right  teaching.  It  is  very  true  that  clearness  of  knowledge 
tends  to  clearness  of  expression  ;  but,  for  all  this  the  two  things 
are  ({uite  distinct.  It  is  one  thing  to  know  a  thing,  and  another, 
to  be  able  to  express  this  knowledge  clearly  and  forcibly.  Who 
that  has  ever  seen  a  student,  with  but  little  readiness  of  language, 
hammering  away  upon  a  point  which  he  evidently  understood,  and 
yet  which  he  found  it  impossible  to  clothe  in  proper  language, 
can  doubt  that  this  is  a  point,  upon  which,  direct  instruction  and 
constant ]}r actio'  is  necesaart/?  If  any  one  doubts  the  very  common 
deficiency,  in  this  respect,  let  him  ask  persons  unaccustomed  to  give 
exact  definitions,  to  define  words  with  whose  meaning  they  are  as 
familiar  almost  as  with  their  own  names,  and  see  if  they  will  defiae 
them  correctly,  or  if  they  will  not  in  many  cases  fail  to  give  any  thing 
that  can  be  called  a  proper  thfinition  of  tM  words.  Our  works  on 
orthography  are  frequently  filled  with  the  most  absurd  blunders 
of  this  kind  j  and  even  in  more  pretentious  school-books  — those  per- 
taining to  the  exact  sciences —^  when  the  authors  had  doubtless 
aimed  especially  at  correctuess,  we  often  find  definitions  and 
explanations  open  to  the  most  marked  criticism.  Now  no 
teacher  is  willing  to  make  mis-statemcDts  on  the  subject  he  teaches, 
or  to  teach  in  such  a  way  that  even  mischief-makers  can  accuse  him 
of  making  mis-statements  with  any  show  of  reason  :  and  he  will  find 
the  time  he  spends  in  securing  exactness  and  ease,  in  these  respects, 
will  pay  him  well ;  for  he  who  always  miikes  exact  statement  to 
his  pupils,  holds  an  immense  power  over  them. 

Another  work  of  normal  schools,  is  to  familiarize  the  pupil 
with  the  machinery  of  the  school-room,  with  the  best  method  of 
controlling,  of  systematising  and  arranging,  and  with  the  means 
that  are  most  likely  to  interest  his  pupils  in  their  schools. 

It  is  greatly  to  be  hoped  that  the  opportunities  offered  in  oar 
normal  schools  for  professional  training,  will  tend  to  t/ive  p^r- 
mane.nrt/  to  the  profesaion  of  the  teacher.  It  is  of  no  trivial 
importance  to  the  welfare  of  the  pupil,  that  teaching  shall  be  made 
a  permanent  employment.  If,  with  three-fourths  of  the  teachers 
in  the  state,  it  is  to  be  a  mere  temporary  affair,  then  is  professional 
training  aU  the  more  necessary,  for  if  they  undertake  their  work 
without  this,  the  time  they  spend  in    the  school   room,  will  be 


Aiicimt  Trees.  377 

spent  almost  wholly  id  learning  how  to  manage  a  school.  If,  as 
soon  as  they  have  gained  a  fair  understanding  of  their  work,  they 
are  to  vacate  the  pedagogical  chair,  and  let  in  new  and  inex- 
perienced teachers  upon  the  schools,  it  will  be  very  much  like  the 
fable  of  the  fox  and  the  flies. 

If,  in  addition  to  this,  the  work  of  our  normal  schools  shall  tend 
to  throw  quackery  entirely  out  of  the  profession  —  shall  secure  for 
its  position  persons,  of  thorough  moral  worth,  and  shall  send  them 
out  earnest  and  devoted  to  their  work,  with  a  full  appreciation  of 
its  importance  —  a  knowledge  that  it  Kes  at  the  foundation  of  our 
republic;  that  they  are  daily  in  their  teachings,  building  the 
bulwarks  of  the  state ;  if  they  stand  as  they  should,  as  students 
upon  the  watch-towers  of  the  age,  overlooking  the  ocean  of  time, 
and  learning  what  freight  its  waves  are  bearing  to  our  shores,  and 
thus  preparing  their  pupils  for  the  shock  which  they  must  meet 
then  the  value  of  these  schools  is  not  to  be  over-estimated,  and  we 
shall  hail  with  pleasure  the  day  when  the  state  of  New  York  shall 
boast  her  seven  state  normal  schools  —  when  she  shall  be  the  empire 
state  in  the  cause  of  common  education  as  well  as  in  commercial 
progress.  o.  a. 


Ancient  Trees. 

The  celebrated  chestnut  on  ^tna  must  be  a  thousand  years  old  at 
least.  The  Baobab  trees  of  the  Green  Cape  demand  of  us,  according 
to  their  thickness  and  the  number  of  zones  in  some  of  their  branches, 
an  age  of  four  thousand  years,  or  thereabouts.  The  gigantic  Cypress 
at  Santa  Maria  del  Tule,  six  miles  east  of  Oaxaca,  in  Mexico,  has  a 
a  circumference  of  124  Spanish  feet,  about  40  feet  in  diameter. 
Now,  suppose  that  every  annual  zone  measured  one  line,  the  tree 
must  be  nearly  three  thousand  years  old.  it  is  historically  certain 
that  it  is  older  than  the  conquest  of  Mexico  by  the  Spaniards.  The 
age  of  the  great  dragon  tree  at  Orotava,  in  Teneriffe,  is  supposed 
to  be  five  thousand  years.  These  examples  are  quit«  sufficient  to 
prove  the  possibility  of  a  compound  plant  living  on  without  end. 


Resident  Editor's  Department 


*  1^  »  »  » 


AMERICAN  INSTITUTE  OF  INSTRUCTION. 

THIBTT-SEVINTH  ANNUAL  MUTING. 

The  thirty-seventh  annual  meeting  of  the  American  Institute  of  Instruc- 
tion commenced  at  the  City  Hall,  Burlington,  Vt.,  Tuesday,  August  7th,  at 
half  past  2  o'clock,  p.  m.  Some  three  hundred  teachers,  male  and  female, 
were  present,  besides  many  eminent  college  professors  and  distinguished 
educators. 

Prof.  Buckham,  of  the  Uniyersity,  welcomed  the  Institute  to  Burlington 
in  a  short  and  genial  address.  He  was  responded  to  by  the  President  of 
the  Institute,  B.  Q.  Northrop,  of  Massachusetts. 

The  Treasurer's  report  was  submitted  by  William  E.  Sheldon,  of  Boston. 
The  receipts  amount  to  $824.82,  which  includes  $&00  donated  by  the  State 
of  Massachusetts,  The  expenses  are  $033.80,  which  leaves  a  balance  in 
the  treasury  of  the  Institute  of  $101.52. 

A  discussion  then  ensued  on  the  following  subject:  **  Our  Schools  — their 
influence  on,  1st,  Agriculture;  2d,  Commerce;  Sd,  Manufactures;  4th, 
Civil  Policy  ;  5th,  Morals."  A.  P.  Stone,  of  Portland ;  Rev.  A.  A.  Miner, 
D.D.,  President  of  Tuft's  College;  Dr.  Absalom  Peters,  formerly  editor  of 
the  American  Journal  of  Eilucation  and  College  Review ;  Mr.  Sheldon,  of  Bos- 
ton;  Mr.  Crosby;  Rev.  Daniel  W.  Stevens,  Superintendent  of  Schools  at 
f'all  River,  Mass.,  and  Mr.  Ladd,  of  Providence,  took  part  in  this  discussion. 

The  Institute  then  adjourned  until  evening,  when  a  fine  lecture  was 
delivered  by  Moses  T.  Brown,  of  Cincinnati. 

Wednesday^  Aug.  10,  the  exercises  opened  with  prayer  by  Rev.  Dr.  Miner. 
A  discussion  then  ensued  upon  the  subject  of  **  Reading  as  a  fine  art." 
Messrs.  Lewis  B.  Monroe  (a fine  elocutionist),  of  Boston;  Moses  T.  Brown, 
of  Cincinnati ;  Mr.  Crosby,  of  New  Hampshire,  and  Rev.  Dr.  Miner,  took 
a  prominent  part  in  the  discussion.  Hon.  Joseph  White,  of  Williamstown, 
closed  the  debate  in  an  elaborate  and  eloquent  plea  for  natural  reading. 

John  D.  Pbilbrick,  of  Boston,  addressed  the  Institute  at  length  upon  the 
subject  of  '*  Graded  Schools."  It  was  an  exhaustive  disquisition,  and  was 
listened  to  attentively.  Mr.  Milan  C.  Stebbins,  of  Springfield,  followed 
in  an  address  upon  **  Practicality  in  Education." 


Bemdent  Editor's  DepartmenA.  379 

The  President  announced  as  committee  on  resolutions:  Messrs.  Glaflin, 
of  Mass. ;  Kiddle,  of  N.  Y. ;  Hoyt,  of  B.  I. ;  Read,  of  Mass. ;  and  Richards, 
of  Washington. 

The  Institute  then  proceeded  to  the  discussion  of  the  question,  **  Edu- 
cation and  Reconstruction,'*  which  was  opened  by  Thomas  D.  Adams,  of 
Newton,  Mass.,  who  contended  that  the  only  way  to  **  reconstruct "  was  to 
«*  educate."  Theremainder  of  the  afternoon  discussion  was  upon  *'  reading," 
in  which  Messrs.  Slade,  Monroe  and  Claflin,  of  Massachusetts,  and  Prof. 
Buckham,  participated. 

In  the  erening  Prof.  Tyler,  of  Amherst  College,  gave  an  able  and  learned 
lecture. 

Thursday,  Aug.  11,  the  subject  of  Schools  was  discussed  at  length  by 
the  Institute,  and  Rcy.  J.  R.  Conrcrse,  and  Messrs.  Hoyt,  of  Vermont ; 
Ladd,  of  Rhode  Island;  Sawyer,  of  Connecticut;  and  White,  of  Massa- 
chusetts, engaged  in  the  discussion. 

Resolutions  of  respect  to  the  memory  of  the  late  President  Wayland 
were  adopted. 

At  11  A.  M.,  Senator  Edmunds  delivered  the  fine  and  scholarly  address 
just  made  by  him  at  Middlebury.     It  was  received  with  applause. 

At  the  afternoon  session,  after  the  reading  of  letters  from  distinguished 
personages  unable  to  attend,  the  following  officers  were  elected. 

President — William  E.  Sheldon,  Boston,  Mass. 

Vice  Presidents — [The  customary  list.] 

Recording  Secretary — Charles  A.  Morrill,  Boston,  Mass. 

Assistant  Recording  Secretary-^Qeorge   T.    Littlefield,   Somerville,   Mass. 

Corresponding  Secretaries — T.  D.  Adams,  Newton,  Mass. ;  J.  J.  Ladd, 
Providence. 

Treasurer — Granville  B.  Putnam,  Boston,  Mass. 

Curators — J.  E.  Horr,  Brookline,  Mass. ;  Samuel  Swan,  Boston,  Mass. ; 
Henry  C.  Harden,  Boston,  Mass. 

Censors — James  A.  Paige,  Boston,  Mass. ;  C.  Goodwin  Clark,  Boston, 
Mass. ;  Edward  Stickney,  Newton,  Mass. 

Counsellors — Charles  Hutchins,  and  others. 

Resolutions  of  respect  to  the  memory  of  deceased  members  were  adopted- 
Prof.  Ilarkness,  of  Brown  University,  and  Wm.  P.  Atkinson,  of  Boston, 
fully  considered  the  '*  place  of  the  sciences  and  the  classics  in  a  liberal 
education." 

Miss  Seaver  then  gave  a  wonderful  and  satisfactory  exhibition  of  **  Ob- 
ject Teaching,"  which  closed  the  afternoon's  proceedings. 

The  Institute  formally  adjourned  last  evening,  but  contemplate  a  trip  to- 
day to  Crown  Point  and  Plattsburgh  and  return,  upon  the  fine  Steamers 
R.  W.  Sherman  and  Canada.  Complete  arrangements  have  been  made  for 
the  excursion. 


380  Resident  Editor's  Department. 


MISCELLANY. 

The  Tracheb  for  1866  -  7  will  contain  many  new  and  valuable  features. 
Among  which,  in  addition  to  a  more  than  usually  interesting  aeries  of 
articles,  by  the  various  members  of  the  Board,  will  be  the  following: 
Editorial  notes,  on  current  matters  in  Science,  Art,  Biography,  Geog- 
raphy, History,  Education;  and,  in  each  issue,  a  "Note  and  Query" 
Department ;  school  anecdotes,  &c.  Correspondence  on  these  points  is 
solicited. 

Agents  Wanted  in  every  town  and  county,  to  canvass  for  the  Tsachib. 

School  Commissionebs  who  have  not  sent  in  the  names  of  young 
teachers  for  our  free  list,  will  please  do  so  at  once.  Each  commissioner  it 
entitled  to  send  six  names. 

Defebbed.  —  The  press  of  matter  incident  to  the  annual  meeting  of  the 
State  Teachers'  Association,  compels  us  to  defer  our  customary  digest 
of  educational  news,  book  notices,  &c. 

Teachers' Institutes. — As  we  go  to  press  we  are  able  to  announce 
the  following,  with  times  and  places  of  holding : 
Allegany,  Angelica,  Sept.  17,  Orleans,  South  Barre,  Sept.  24, 

Broome,  Binghamton,  Oct.  1,  Oswego,  Fulton,  Sept.  24, 

Cattaraugus,  Waverly,  Sept.  10,  **      Central  Square,  Sept.  17, 

Cayuga,  Moravia,  Sept.  24,  "      Sandy  Creek,  Sept.  24, 

Chautauqua,  Jamestown,  Oct.  1,        Otsego,  Morris, , 

Chenango,  Oxford,  Oct.  15,                          **     Cooperstown,  Sept.  10, 
Clinton,  Plattsburgh.  Sept.  18,            Rensselaer,  So.  Peter8burgh,Aug.  20, 
Columbia,  Copake  Flats,  Sept.  4,         St.  Lawrence,  Canton,  Oct.  15, 
Cortland,  Homer,  Oct.  22,                    Saratoga,  Saratoga  Springs,  Sept  17, 
Delaware,  Roxbury,  Oct.  14,                Schuyler,  Watkins,  Oct.  15, 
Walton,  Oct.  29,                  Seneca,  Waterloo,  Sept.  24, 
Erie,  East  Aurora,  Sept.  10,                Steuben,  Corning,  Oct.  16, 
Essex,  Wcstport,  Sept.  17,                    Suffolk,  Riverhead,  Sept.  10, 
Qcnesee,  Batavia,  Oct.  2,                      Sullivan,  Liberty,  Oct.  16, 
Greene,  Windham  Centre,  Oct.  29,     Tioga,  Camden,  Oct.  10, 
*•     Catskill,  Nov.  9,                      Tompkins,  Ithaca,  Oct.  1, 
Herkimer,  Herkimer,  Oct.  8,               Ulster,  Kingston,  Aug.  13, 
Jefferson,  Watcrtown,  Sept.  17,           Warren,  Caldwell,  Sept.  17, 
Madison,  Morrisville,  Sept.  18,           Washington,  Fort  Ann,  Sept.  24, 
Monroe,  Fairport,  Oct.  22,                   Wayne,  Sodus,  Oct.  1, 
Oneida,  Rome,  Oct.  1,                           Westchester,  Mt.  Vernon,  Nov.  12, 
Onon'Jaga,  Onondnga  Valley,  Oct.  1,    Wyoming,  Warsaw,  Sept.  24, 
Outario,  Canandaigua,  Oct.  1,                      »«         Pike,  Oct.  1, 
Orange,  Chester,  Aug.  13,  Yates, ,  Sept.  17. 


Beaident  Editors  Department.  381 

Statr  Normal  School. — The  closing  exercises  of  the  forty-fourth  term 
of  this  institution  took  place  Thursday  afternoon,  July  12.  We  regret 
that  absence  from  Albany  preyented  us  from  witnessing  them.  We  present, 
however,  the  following  brief  report  from  the  Eoentn^^  Journal: 

**The  closing  exercises  of  the  State  Normal  School  took  place  yesterday 
afternoon,  at  Tweddle  Hall,,  in  the  presence  of  a  large  and  intelligent 
audience.  The  exercises  were  of  a  highly  interesting  character,  and 
every  way  creditable  to  pupils  and  teachers ;  indeed,  we  do  not  recollect  to 
have  ever  known  them  more  free  from  fault.  The  essays  were  sound  and 
well  thought,  and  the  reading  was  of  marked  naturalness  and  force :  we 
do  not  believe  one  failed  to  be  distinctly  heard  thoughout  the  hall. 

**  The  music,  under  the  direction  of  Professor  Lloyd,  was,  as  to  bo  ex- 
pected, admirable,  and  appealed  not  less  charmingly  to  the  ear,  than  did 
the  appearance  of  the  school  to  the  eye.  lu  intelligence  of  look,  in 
personal  attractivcucss,  in  simple  good  taste  in  dress  and  manners,  our 
**  country  boys  and  girls,'*  for  such  most  of  them  are,  showed  themselves 
not  a  whit  behind  their  some  times  more  aspiring  city  cousins.  We  verily 
felt  proud  of  them. 

**  One  peculiar  excellence  of  the  exercises  was  their  unity  and  brevity. 
The  absence  of  a  formal  address,  and  the  condensation  of  the  Principal's 
remarks  to  a  simple,  pertinent  and  feeling  sentence  or  two  of  good  will 
and  farewell,  relieved  them  of  all  over-length,  and  concentrated  the  whole 
interest,  where,  indeed,  the  audience  always  places  it,  upon  the  graduating 
class. 

Essays  were  read  by  Henry  C.  Bowen,  on  **  Concentration  of  Purpose ;  " 
Victoria  M.  Herring,  on  "The  Beautiful  susceptible  of  being  acquired;  " 
Francis  M.  Bromley,  "  The  Eloquence  of  Decay  ;  "  Henrietta  Boy  ce,  "  Let 
here  be  Light ;  "  N.  Flotilla  Watson,  '» The  Pursuit  of  Happiness  ;  "  Helen 
M.  Bowen,  *»  Night  brings  out  the  Stars;"  Jane  J.  Jewell,  **  Noble  Deeds  — 
the  Noblest  Monuments ;  "  Edward  A.  Bowser,  **The  End  of  Progress  is  not 
yet." 

The  following  is  a  list  of  the  graduates : 
Ettie  E.  Bishop,  Warsaw.  Julia  A.  Reed,  Otisville. 

Ella  A.  Blakeman,  Greenbush.  Cordelia  E.  Robinson,  Fairville. 

Helen  M.  Bowen,  Aurora.  Mary  L.  Streeter,  Albany. 

Henrietta  Boyce,  Dover  Plains.  Julia  F.  Tibbals,  Windham  Centre. 

Frances  M.  Bromley,  Medina.  Sophia  E.  Van  Sickle,  So.  Livonia. 

Julia  A.  Carr,  Albany.  N.  Flotilla  Watson,  Machias. 

Florence  E.  Griggs,   Fleming.  

Emily  Harper,  Greenbush.  Henry  C.  Bowen,  W^illett. 

Victoria  M.  Herring,  Moscow.  Edward  A.  Bowser,  Brooklyn. 

Jane  J.  Jewell,  Machias.  George  H.  Quay,  Knox. 

Sarah  R.  Morris,  So.  Trenton.  George  AV.  Weinnt,  Flora  Falls. 

Arabella  McCoy,  Peekskill.  Richard  W.  White,  Genesee. 

Lavina  Parkhurst,  North  Elba.  Leonora  L.  Perry,  New  Castle. 


382  Eesident  EdUor's  Department. 

Thi  Perrt  H.  Smith  Libbart  Hall  of  Hamilton  Collxob.— The 
corner  stone  of  the  new  Library  Hall  was  laid  with  appropriate  ceremonies, 
on  the  18th  of  Julj»  The  following  was  the  programme  for  the  occasion : 
1.  Prayer,  by  President  Fisher;  2.  Oration,  by  Col.  Edwin  L.  Buttrick, 
Milwaukee,  Wis..  (Class  of  1842) ;  8.  Music ;  4.  Poem,  by  Col.  0uy  K, 
Cleveland,  Saint  Paul,  Minn.,  (Class  of  1850)  ;  5.  Music;  6.  List  of  Docu- 
ments in  the  Casket,  by  Rov.  N.  W.  Goertner*  D.D.;  7.  Laying  of  the  Comer- 
Stone,  by  Hon.  Perry  H.  Smith,  Chicago,  III.,  (Class  of  1846) ;  8.  Music ; 
9.  Address  of  Congratulation,  by  Hon.  Horatio  Seymour,  LL,  D, ;  10. 
Benediction. 

Hon.  Perry  H.  Smith,  is  the  largest  donor  to  the  fund.  The  building 
will  cost  probably  $5,000.  The  library  consists  of  the  college  library^ 
12,000  Tolumes,  to  which  is  added  the  priyate  library  of  the  late  Professor 
Edward  Robinson  of  Union  Theological  Seminary  including  in  addition  to 
fourteen  hundred  and  twenty  volumes  and  about  one  hundred  maps,  a 
complete  apparatus  for  the  study  of  Biblical  Exegesis  and  Scripture 
Geography,  together  with  the  law  library  of  the  late  Hon.  William  Curtiss 
Notes,  LL.  D.,  with  its  five  thousand  volumes. 

The  Great  Sunken  Lake. —  This  great  natural  curiosity  is  situated  in 
the  Cascade  mountains,  about  75  miles  north-east  from  Jacksonville, 
Oregon.  It  rivals  the  famous  valley  of  Sinbad  the  Sailor.  It  is  thought 
to  average  two  thousand  feet  down  to  the  water  all  round.  The  walls 
are  almost  perpendicular,  running  down  into  the  water  and  leaving  no 
beach.  The  depth  of  the  water  is  unknown,  and  its  surface  is  smooth  and 
unruffled,  as  it  lies  so  far  below  the  surface  of  the  mountain  that  the  air 
currents  do  not  affect  it.  Its  length  is  estimated  at  twelve  miles,  and  its 
width  at  ten.  There  is  an  island  in  its  center  having  trees  upon  it.  No 
living  man  ever  was,  nor  probably  even  will  be,  able  to  reach  the  water's 
edge.  It  lies  silent,  still,  and  mysterious,  in  the  bosom  of  the  **eYerlastiiig 
hills,*'  like  a  huge  well  scooped  out  by  the  hands  of  the  giant  genii  of  the 
mountains  in  the  unknown  ages  gone  by,  who  around  it  in  the  primeval 
forests  watch  and  ward  are  keeping.  The  visiting  party  fired  a  rifle 
several  times  into  the  water  at  an  angle  of  forty-five  degrees,  and  were 
able  to  note  several  seconds  of  time  from  the  report  of  the  gun  until  the 
ball  struck  the  water.  Such  seems  incredible,  but  it  is  vouched  for  by 
several  of  our  most  reliable  citizens.  The  lake  is  certainly  a  most  remark- 
able curiosity. — Jacksonville  (Oregon)  Sentinel. 

The  Weight  op  a  Million  Dqllabs.  — To  the  question  •*  What  is  the 
weight  of  a  million  dollars  in  gold  V*  an  officer  of  the  mint  answers  as 
follows:  The  weight  of  one  million  dollars  United  States  currency  in  gold 
is  63,750  troy  ounces.  This  makes  4,4701bs.  2ox.,  or  nearly  two  tans  and 
a  quarter,  reckoning  2,000lbs.  to  each  tun. 

Schools  for  Freedmen. —  Over  10,500  children  are  under  instruction  in 
the  freedmen's  schools,  in  the  cities  of  Alabama.  In  Georgia,  there  were 
for  the  month  of  April  ,71  schools,  103  teachers,  and  6,991  pupils.     There 


Resident  Editor'e  Department.  383 

is  an  increasing  interest  in  many  places,  and  the  people  are  here  and 
there  awaking  to  the  importance  of  fostering  an  enterprise  which  at  the 
first  they  bitterly  opposed. 

The  New  Pobt-Office  in  New  York,  is  to  be  erected  on  the  south  end  of 
City  Hall  Park. 


PERSONAL, 

Albert  N.  Husted,  teacher  of  Mathematics  in  the  N.  T.  State  Normal 
School,  received  the  honorary  degree  of  Master  of  Arts  at  the  recent 
commencement  of  Hamilton  College.  A  similar  accident  happened  to  Mr, 
Isaac  B.  Poucher,  Superintendent  of  the  model  and  practising  schools, 
Oswego.  We  trust  both  these  gentlemen  will  recover,  and  live  long  to  wear 
the  honors  they  have  fairly  earned  by  long  and  faithful  service  in  the  cause 
of  public  education. 

Miss  Jsrnette  L.  DoroLASs,  of  this  State,  formerly  a  teacher  in  New- 
burgh,  has  received  a  legacy  of  $100,000  from  a  relative  in  Scotland.  In 
I860  she  had  a  school  in  Washington,  but  the  rebellion  breaking  out,  her 
patrons  generally  refused  to  meet  their  obligations,  leaving  her  in  some 
embarrassment.  She  was  employed  during  the  war  in  one  of  the  depart- 
ments at  Washington  and  also  at  the  hospitals  for  wounded  soldiers. 

Appointment  of  a  State  Historian. —  Governor  Curtin  of  Pennsylvania 
has  appointed  Samuel  P.  Bates,  LL.  D.,  to  the  position  of  State  Historian, 
in  accordance  with  the  act  of  Assembly  of  18C5,  authorizing  the  appoint- 
ment and  appropriating  five  thousand  dollars  to  the  work  of  collecting  and 
writing  a  complete  history  of  the  Pennsylvania  Regiments  in  the  service  of 
the  United  States  during  the  Rebellion.  Mr.  Bates  is  eminently  adapted  to 
the  performance  of  this  work,  and  his  selection  will  give  general  satisfac- 
tion. He  is  a  graduate  of  Brown  University,  and  has  served  with  much 
efficiency  as  the  Deputy  Superintendent  of  Common  Schools  of  Pennsyl- 
vania for  the  past  six  years.  Mr.  Bates  has  resigned  his  position  as 
Deputy  Superintendent. 

Rev.  F.  D.  Huntixoton,  of  Boston,  author  of  that  admirable  address 
on  "Unconscious  Tuition  "  has  been  elected  Episcopal  Bishop  of  Maine. 

George  Lillie  Craik,  LL.  D.,  the  distinguished  author,  and  Professor  of 
History  and  English  Literature  in  Queen's  College,  Belfast,  died  the  28th 
Inst.  He  wrote  the  "  Pursuit  of  Knowledge  under  Difficulties/'  for  the 
Library  of  Entertaining  Knowledge ;  then  the  "  Pictorial  History  of 
England,"  "  Sketches  of  Literature  and  Learning  in  England,  from  the 
Norman  Conquest  to  the  Accession  of  Elizabeth,"  "History  of  British  Com- 
merce," "Spenser  and  his  Poetry,"  "  Outlines  of  the  History  of  the  English 
Language,"  "The  English  of  Shakespeare,"  and  "The  Romance  of  the 
Peerage."  His  "English  Language  and  Literature,"  republished  recently 
by  Scribner  and  Co.,  in  two  large  octavo  volumes,  is  a  work  of  much  merit. 


384  Rcsid^ent^ Editor's  Department. 

Mr.  John  Rusein  has  been  inyited  to  stand  for  the  Chair  of  Poetry  at 
Oxford,  soon  to  be  vacated  by  Matthew  Arnold. 

Mb.  Froudi,  the  historian,  is  spoken  of  as  successor  of  Goldwin  Smith, 
in  the  Professorship  of  Modern  History,  at  Oxford. 

GcoBOK  W.  BuMOAY  has  assumed  editorial  charge  of  the  Herald  of 
Healthy  published  by  Miller,  Wood  and  Company,  New  York. 


INTELLIGENCE.—  FOREIGN, 

Boston. —  Superintendent  Philbrick  receives  a  salary  of  $4,000,  and-^ 
he  earns  it. 

Italy — Public  Librariis. —  There  are  in  Italy  210  public  Libraries 
with  un  aggregate  of  4,140,281  volumes. 

Ohio.— The  annual  meeting  of  the  State  Teachers'  Association,  was  held 
in  Zanesville,  July  8,  4  and  5,  l^CO,  Eli  T.  Tnppan,  of  Athens,  presiding. 
Addresses  were  delivered  by  the  president ;  and  by  Col.  S.  S.  Fisher,  Pres- 
ident of  the  Cincinnati  Board  of  Education — Teaching  as  a  profession, 
A  Beport  was  rendered  upon  the  following  subjects :  Object  Lessons^  by 
Rev.  J.  F.  Reinmund,  which  gave  rise  to  an  animated  and  practical 
discussion.  Much  time  was  also  given  to  the  discussion  of  Normal  Schools, 
Higher  Arithmetic  and  County  Supervision.  Phonographic  reports  of  these 
discussions  are  published  in  the  Ohio  Journal  of  Education^  which  show 
them  to  have  been  of  very  high  and  practical  character.  A  committee  was 
appointed  to  report  in  regard  to  the  proper  place  of  object  lessons  in  the 
course  of  common  school  studies;  and  further  as  to  the  claims  of  object 
teaching,  as  a  method  of  instruction.  A  report  was  also  presented  for  the 
enactment  of  a  general  law  for  the  prevention  of  truancy.  Our  Ohio  neigh- 
bors are  heartily  nt  work.  It  may  be  added  that  much  of  the  new  and  earnest 
spirit  now  manifested  is  due  to  the  faithful  and  intelligent  labors  of  Hon.  £. 
E.  White,  late  State  School  Commissioner,  and  now  Editor  of  the  Journal. 

North  Carolina. —  The  Raleigh  Sentinel  reports  that  several  colored 
schools  have  recently  been  opened  in  that  city,  by  "  colored  teachers  who 
are  competent,  and  who  were  born  and  raised  amongst  us."  There  are  in 
the  State  IIW  schools.  155  teachers,  and  10,800  pupils. 

South  Carolina.— Mr.  Tomlinson,  the  superintendent  of  the  schools  for 
freedmen,  reports  75  schools  with  0,017  pupils,  and  an  average  attendance 
of  0,574.  There  are  148  teachers,  of  whom  58  arc  natives  (?  whites),  and 
60  colored.  The  interest  of  the  colored  people  in  the  school  continnea 
unabated,  and  that  of  the  white  people  is  growing ;  yet  there  arc  some 
places  where  it  is  said  no  school  could  be  e.stablished,  nor  tolerated  after 
the  garrison  has  been  withdrawn.  A  very  successful  examination  of  the 
colored  school  held  in  the  Normal  School  building,  took  place  in  Charleston, 
May  30. 


Resident  Editor's  Department.  385 

ViBOiwiA. —  There  are  reported  in  ihia  State  225  teachers  of  colored 
schools,  and  17|589  pupils  whose  average  attendance  is  12,980. 

Vermont. —  There  are  in  this  state  86,795  children  between  the  ages  of 
4  and  18.  Of  these,  73,259  were  in  the  schools  during  the  the  past  year  — 
more  than  nine-tenths  attending  public  schools.  The  number  of  teachers 
was  4,841 ;  average  wages  of  male  teachers,  $20.48;  of  females,  $8.1G  per 
month. 


LITERARY  NOTES, 

A.  S.  Barnes  &  Co.  issue  Jewell's  **  School  Government." 

Bbtan  Waller  Procter  (Barrt  Cornwall)  has  completed  his  **  Memoir 
of  Charles  Lamb." 

Books  ON  OUR  Table.  —  Harper  &  Brothers  send  us  **  Homes  without 
Hands,"  Goldwin  Smith's  "Study  of  History,"  Napoleon's  "Caesar,'* 
second  volume,  and  several  other  valuable  works  which  shall  receive 
notice  in  our  next. 

D.  Appleton  &  Co.  have  got  out  Harkness'  Introductory  Latin  Book,  It 
comprises  an  Outline  of  Latin  Grammar  Exercises  for  double  translation, 
suggestions  to  the  learner,  notes  and  vocabularies. 

Francis  Turner  Palorave  is  writing  the  Life  of  Sir  Walter  Scott.  From 
the  culture  and  celebrity  of  Mr.  Palgrave,  much  is  expected. 

From  J.  B.  Lippincott  &  Co.,  we  have  Halleck's  **  International  Law  and 
Laws  of  War." 

GuizoT. —  The  seventh  volume  of  Guizot's  "  Memoirs"  is  to  appear  next 
spring,  and  will  bring  his  life  to  the  eve  of  the  revolution  in  1848.  His 
correspondence,  comprising,  it  is  said,  twelve  hundred  letters  from  Louis 
Philippe,  will  not  be  published  until  after  his  death. 

HuRD  &  Houohton's  new  edition  of  Macaulay's  worns  will  appear  the 
first  of  next  month. 

Herbert  Spencer  has  concluded  to  go  on  with  his  "System  of  Philoso- 
phy," of  which  he  recently  announced  the  discontinuance. 

Our  Youno  Folks. —  The  publishers  of  Our  Young  Folks,  announce  that 
they  have  completed  arrangements  for  adding  as  a  new  feature  to  their 
Magazine  a  series  of  Full  Page  Illustrations.  These  will  be  drawn  by  the 
first  artists,  engraved  in  the  best  manner,  and  printed  upon  fine  tinted 
paper.  Each  number  of  the  Magazine  will  contain  one  or  more  of  them. 
The  first  picture  of  the  series,  to  be  given  with  the  September  number,  is 
"  The  WandererSf"  designed  by  W.  J.  Hennessy. 

The  Colored  Illustrations^  which  were  promised  for  the  year,  are  now 
printing,  and  will  be  given  in  the  November  and  December  numbers.  The 
first  of  these  will  be  entitled  *•  Florinda  and  Florindel ;  "  the  second  **  The 
Old  Man  of  the  Mountain,''  designed  by  Alfred  Fredericks. 


386  Besident  JEditor'a  Department . 

Ths  North  American  Review,  for  July,  contains  m  Tery  interesting  paper, 
giying  a  clear  analysis  of  '*  The  Mahabharaia/'  the  great  Hindu  Epic. 
This  poem  is  about  ten  times  as  long  as  the  Iliad.  No  complete  translation 
has  ever  been  made  into  any  European  language.  M.  Hippolyte  Faucbe 
has,  howeyer,  commenced  one,  expected  to  fill  sixteen  Tolumes,  the  first  of 
which  has  already  appeared. 

Thb  Pinnstlvamia  School  Journal  commenced  its  fifteenth  Tolnme 
with  the  number  for  July.  It  comes  in  a  new  dress  which  Tery  much 
improTes  its  appearance.  It  is  one  of  the  most  useful  and  practical  of  our 
School  Journals. 


BOOK  NOTICES, 

TuK  Science  of  Government  in  Connection  with  American  Inttitutiont,  if 

Joseph  Alden,  D.D.,  LL.  D.    New  York:  Sheldon  j-  Co.,  l2mo,j}p.  248. 

This  is  not  a  dry  commentary  on  historical  events  and  governmental 
forms,  but  a  treatise  on  human  government  as  a  part  of  the  Divine  order  in 
worldly  affairs  and  a  necessity  for  the  development  of  the  physical,  intellec- 
tual, social,  and  moral  nature  of  mankind.  As  God  creates  man  a  social 
being,  men  have  no  right  to  abjure  society,  lead  solitary  lives,  be  brutes  or 
be  anything  but  men  and  to  be  such  they  must  be  subject  to  law. 

The  author's  arrangement,  in  concise  and  simple  form,  of  the  argumenti 
for,  and  against,  the  **  right  of  suffrage"  **  universal  suffrage"  and 
**  limited  suffrage*'  is  admirable  and  by  a  beautiful  analogy  it  is  shown  that 
it  does  not  follow  because  every  man  has  a  right  to  be  gcverned  justly  he 
has  the  right  to  be  a  governor. 

The  chapter  on  Liberty  and  Law,  etc.,  should  be  read  by  every  teacher  in 
the  State.  The  author's  remarks  on  the  Constitution  of  the  United  States 
in  connection  with  the  constitution  and  his  comparison  of  our  fundamental 
law  with  the  British  constitution  are  entertaining  to  the  general  reader  and 
would  prove  profitable  to  the  pupils  of  the  schools  of  our  country  who 
will  liereafter  be  the  source  of  the  legislative,  executive  and  judicial 
departments  of  the  government. 

If  the  subject  of  this  book  were  taught  generally  in  our  schools  they 
would  more  surely  win  the  esteem  of  the  whole  people. 

The  Teacher's  Encyclopedia. — Teachers,  as  a  class,  cannot  provide 
themselves  with  encyclopedias,  or  such  other  books  of  reference  as  would 
aid  them  in  their  labors,  but  in  the  latest  edition  of  Webster's  magnificent 
Quarto  Dictionary  they  have  a  worthy  substitute.  Whenever  I  meet 
teachers  in  their  associations  or  institutes,  or  in  private,  I  earnestly  present 
to  them  the  great  advantage  they  would  derive  Arom  having  this  work  near 
them.  It  will  tend  to  make  them  accurate,  while  the  definitions  and  illus- 
trations will  suggest  many  new  ideas  for  elaboration  among  their  pupils. — 
W.  R,  Whitey  State  Superintendent  of  Free  Schools  for  West  Vtrffimia, 
Wheeling,  March  21,  1866. 


THE   AMERICAN 

POPULAR 

LP  mmmi  mm  of  iw  yorr. 

Central  Office,  419  &  431  Broadway, 

OOBNBB  OANAIi  8TBBBT. 

DISECTOSS: 

How.  K,  D.  MORGAN,  EDWARD  B.  BULKLEY, 

[U.  S.  Senator,]  New  York  City.  LRawaon,  Balkley  A  Co.,]  N.  Y.  City. 

Hot.  HORATIO  SEYMOUR,  JUSTUS  O.   WOODS. 

[Bx-Goveruor  N.  Y.,]  Utica.  [With  Wheeler  &  Wilson,]  Staten  Island. 

Hon.  H.  H.  VAN  DYCK,  J.  W.  BRADLEY, 

[Aast.  U.  S.  Treasurer,]  New  York  City.        [West^  Bradley  &  Cary,]  New  York  City. 
HoH.  NATH'L  WHEELER,  JAS.  CRUIKSHANK,  LL.D., 

[Wheeler  &  Wilson,  New  York  City,]        [Ed.  "  New  York  Teacher."]  Brooklyn. 
Bridgeport,  Ct. 

HoH.  ERASTUS  BROOKS,  JOHN  H.  FRENCH,  LL.D., 

[Editor  N.  Y.  Express,]  Staten  Island.  [Prof.  Suite  Normal  School,]  Syracuse. 

Hon.  WM.  T.  COLEMAN,  HENRY  SALISBURY,  Esq., 

[W.   T.  Coleman  &   Co.,  N.  Y.  City,]       No.  173  Broadway.  New  York  CMty. 
Tonkers. 

Hon.  V.  M.  RICE,  GEORGE  L.  BULKLEY, 

[Supt.  Pub.  Ins.  N.  Y.  State,]  BufBilo.  [Rawson,  Bulkley  &  Co.,]  N.  Y.  City. 

A.  N.  GUNN,  M.  D.,  JOHN  F.  TROW. 

[Ex-Health  Off.  of  Port,]  New  York  City.        [J.  F.  Trow  &  Co.,  Printers,]  N,  Y.  City. 

T.  S.  LAMBERT,  M.  D.,  EMERSON  W.  KEYES,  Esq.. 

[Auihor  An.,  Pliys.,  Hyg.,  &c.,]  Peekskill       [Dep.  Supt,  State  B'k  Dept.,]  Albany. 

B.  F.  BANCROFT.  WM.  H.  WOOD, 

[Cash.  Nat.  Bank,  Salem,]  Salem.  [W.  Wood  &  Co.,  Publlsh's,]  N.  Y.  City. 

CHARLES  H.  FROST,  GEORGE  BLISS,  Jn.,  Esq., 

[Frost  &  Southard,  N.Y.City,]  Peekskill.        [Bliss  &  Cadwaihider,  C.  &  Atts.,]  N.  Y. 

City. 


EXECUTIVE  BOAIiD. 

How.  VICTOR  M.  RICE,  Prei^ident.  A.  N.  GUNN,  M.  D.,  Surgeon  In  Chlet 

T.  S.  LAMBERT,  M.  D.  Agent  in  Chief         B.  F.  BANCROFT,  Esq.,  Treasurer. 
[Vice  Pres.J 

J.  PIERPONT,  Jr.,  Secretary.  Prof.  JOHN  PATERSON,  Advisory  Actuary. 

GEORGE  BLISS,  Jr.,  Counsellor. 

Prof.  ALONZO  CLARK,       Prof.  AUSTIN  FLINT,       Prof.  ALFRED  C.  POST. 

Consulting  Surgeons. 

This  Company  is  now  prepared  to  issue  all  the  varieties  of  Life  and  Endowment 
Policies,  some  of  them  with  unuensl  advantages,  (:si>ecially  to  "  Bc»t  Lives." 

It  will  also  i-jHQe  scvenil  now  varieties,  embracing  uistlnctivcand  verv  valuable  features. 

Organized  for  the  purpose  of  presenting  these  new  plans  to  the  Public,  it  Is  anxious  to 
have  them  examined. 

Fourth  New  B'eatuue.— The  Company  will  chnrce  a  premium  according  to  a// the 
circumgtance^  of  each  Life,  not  alone  those  of  age  and  health.  A  favorable  constitution^ 
inteUigtuce,  particularly  in  tiygionic  matters,  retfuhna,  vocation  and  habits,  being  very 
essential  elements  of  longevity,  diminish  the  cost  of  insurance :  the  possession  ofthem 
by  the  Insured  should  not  accrue  entirely  to  the  advantage  of  a  Company. 

Relative  tendencies  to  longevity  are,  to  a  degree,  detorminab'e.  and,  so  far,  the  Insured 
la  entltJed  to  the  benefit  of  tnose  he  may  possess :  and  this  Company  proposes  to  allow 
them  to  him  by  rating  him  younger  than  he  is.  thus  lowering  his  premium.  If  his  health 
la  imiKiired,  the  Company  will  insure  him,  but  rate  him  older  than  he  is,  thus  raising  hli 
premium.  How  long  ishcto  live/  Is  the  important  question,  and  the  Company  desires 
to  charge  as  a  premiiim  what  the  answer  will  justly  indicate.  For  example,  a  person  of 
!e5  may  l>e  rated  as -i>2. '20,  or  younger,  which  will  lower  his  premium,  or  as '^,  80,  or 
older,  which  will  rai^e  it. 

Fifth  Nbw  Feature.—  If  when  the  Insured  dies,  he  has  lived  beyond  his  rated  "  expec- 
tation," and  it  is  proved  to  the  satisfaction  of  the  Company  that  he  has  lived  in 
a  manner  tending  to  longevity,  a  bonus,  at  the  discretion  of  tae  Ctmipauv,  will  be  added 
to  his  Assurance.  This  is  fair,  and  for  the  interest  of  the  Company :  for,  if  by  temperance 
and  other  habits,  vocation,  residence.  Intelligence,  care  of  health,  etc.,  life  shall  be  pro- 
longed, the  Company  will  be  benefited.  This  bonus  and  the  Seductions  In  premiums, 
made  on  account  of  tendencies  to  lougevltv,  will  prove  that  the  Company  insures  the 
btt  livtt  on  unusually  favorable  terms  :  it  also  insures  the  liveB  of  all,  at  correspondingly 
eouitable  rates. 

17.  B.  Insorance  can  be  effected  by  correspondence. 

Extra  terms  to  Teachers.—  Agents  wanted. 

OaU  or  send  for  a  dr^nlar.  y^VLAX. 


QUACKENBOS'S 

STANDARD  SCHOOL  DOOKS, 

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D.  APPLETON  &  CO.,  N.  Y. 

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City  Superintendent  of  Schools,  Brooklyn. 

"  I  have  taught  for  more  than  twenty  years,  and  am  familiar  with  most 
of  the  works  that  have  been  issued  by  different  authors  within  that  period, 
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7IBST  BOOK  IN  ENQIiISH  QBAMMAR :  16mo,  ISO  pages.  Clear,  mtj, 
aud  Interesting ;  the  book  for  beginners.    Price,  60  cents. 

AJT  ENOIilSH  QBAMMAB :  13mo,  388  pages.    Price,  $1.20. 

Clear,  well  condensed,  and  consistent  throughout;  brief  in  its  rules  and 
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principles  ;  inductive  and  philosophical  in  its  arrangement ;  original  in  its 
views ;  bold  in  its  reforms ;  every  way  adapted  to  the  school  room ;  inte- 
resting to  the  pupil,  labor-saving  to  the  teacher  ;  full  and  ingenious  in  its 
explanations  of  perplexing  constructions ;  makes  the  learning  of  Grammar 
easy ;  makes  the  teaching  of  Grammar  a  positive  pleasure  ;  the  best  as 
it  is  the  latest  text  book  on  this  important  subject.  Such  is  the  verdict 
pronounced  on  Quackenbos's  Grammar  by  our  best  educators.  Hosts  of 
recommendations  published  in  our  circular. 

FIB8T  IiBSSONS  UT  COMPOSITION :  in  which  the  principles  of  the  Art 
are  developed  in  connection  with  the  principles  of  Grammar.  12mo,  188  pages. 
Price,  90  cents. 

▲DVANOBD   COUBSE   OF  COMPOSITION  AND   BHSTORIO  :  A 

Series  of  Lessons  on  the  Origin,  History,  and  Pccaliarities  of  the  English  Langiuge, 
PaactnatioD,  Taste,  Pleasures  of  the  IniaginatloD,  Figures,  Style,  Cntldsm,  andue 
varioas  Departments  of  Prose  and  Poetical  Composition.  IIluBtratcd  with  copious 
Exercises.    12mo,  460  pages.    Price,  fl.TS. 

These  works  have  supplanted  almost  all  others  on  the  same  sub- 
ject. The  late  State  Superintendent  of  Schools  in  Wisconsin,  reflecting 
the  opinion  of  our  best  teachers,  says :  **  It  would  be  difficult  to  point  out 
in  these  admirable  books  any  thing  that  we  would  desire  to  have  altered; 
they  meet  our  wants  in  every  respect.'* 

FBIMA.BY   HISTORY  OF   THJl  UNITSD   STATBB :  Made  easy  and 

inierestlng  for  beginners.  Uhlld's  Quarto,  splendidly  Ulastrated.  ISmo,  18S  pages. 
Price,  75  cents. 

UjIiUBTBATIDD  SOHOOIi  HISTORY  OF  THE  ITNITBD  8TATS8: 
Bmbraclng  a  Inll  Account  of  the  Aborigines,  Biographical  Notices  of  Distlnsvished 
Men,  numerous  Maps,  Plans  of  Battle  fields,  and  lUustrations.  limo,  473  pasea. 
Price,  $S.00.  *^ 

Everywhere  used  and  everywhere  commended.  It  is  the  text  book 
officially  adopted  and  used  by  the  State  of  California,  the  cities  of  Balti- 
more, Cleveland,  New  Orleans,  Lexington,  Jersey  City,  etc.,  etc. 

A  history  of  the  Late  Rebellion  has  been  added  to  this  work,  and  the 
prMmt  edition  eontaim  epery  tkmg^  brought  fuU  up  to  date. 


▲  IfATURAJM  FHHiOSOPHY  :  Embracing  the  most  raoent  dlsooreriM  In 
PhTstct.  Adapted  to  ase  with  or  without  Apparatn»,  and  accompanied  with  l*racti- 
cal  Exercises  and  885  Ulastrations.    12mo,  450  pages.    Price,  $8.00. 

This  work  is  pronounced  unqualifiedly  the  beat  text  book  on  Natural 
Philosophy,  by  such  men  as  Rev.  Dr.  Scott,  Pres.  South  Gibson  College ; 
Dr.  Gko.  R.  Pebkins,  author  of  the  Mathematical  Series ;  Rey.  Prof. 
Duncan,  University  of  Louisiana;  L.  R.  Bauohxb,  Princ.  of  Public 
School,  Gettysburg;  A.  H.  Fitch,  Princ.  of  High  School,  Peoria,  111.; 
A.  J.  RicKOFF,  late  Sup't.  of  Schools,  Cincinnati;  Prof.  Clifford, 
Northern  Indiana  College ;  Geo.  W.  Hewison,  Princ.  High  School,  Salem, 
Mass.;  Prof.  J.  W.  Stewart,  State  Female  College,  Memphis;  Prof. 
Sheldon,  Griswold  College,  Iowa;  Pres.  Chase,  Brookyille  (Ind.)  College, 
Rev.  Dr.  Ransom,  Pres.  Shelbyville  University,  etc.,  etc. 

AFPIiBTONS'  ABITHMBTIOAIi  BERHBB  :  On  the  basis  of  the  works  of 
Geo.  R.  Pkbkoib,  LL.D.    By  G.  P.  Qcackexbos,  A.M. 

No  labor  has  been  spared  to  make  this  series  exactly  what  is  required 
for  the  purpose  of  mental  discipline,  as  well  as  for  practical  ase  in  the 
daily  business  of  life.  It  is  clear,  simple,  thorough,  comprehensive, 
logically  arranged,  well  graded,  is  supplied  with  a  great  variety  of  ex- 
amples, AND  TEACHES  THE  METHODS  ACTUALLY  USED  BY  BUSI- 
KESS  MEN. 

The  Series  consists  of  a  Pbimaky,  an  Elementakt,  a  Pbactioal,  % 
Hioheb,  and  a  Mental.  The  Primary,  Elementary,  and  Practical  are 
now  ready,  and  the  others  will  speedily  follow. 

Teachers  interested  in  using  the  best  books  are  solicited  to  examine  this 
series,  which  we  claim  possesses  many  advantages  over  those  heretofore 
published. 


Also  published  Ij  the  nndenigned. 

OOBNBIiIi'S  OBOOBAFHIE8 :  Everywhere  received  with  nnqnalifled  approval. 

TOUMAN'S  JSTESW  OHSMISTBY:  Entirely  rewritten  and  mncfa  enlarged, 
with  810  Engravings.    12mo,  460  pages.    Price,  $2.00. 

AN  USTBODUOTORY  IiA.TIN'  BOOK  :  intended  as  an  elementary  drill- 
book,  on  the  inflectionB  and  Principles  of  the  Language,  and  as  an  Introdnctlon  to 
the  Author's  Grammar,  Reader,  and  Latin  Composition.    By  Albert  Habxniss. 

HABKNBBS'S  IiATIN  OBAMMAB  :  ISmo.  865  pages.    Price,  $1.75. 

Although  this  work  has  been  but  a  short  time  published,  it  has  gone  into 
use  in  a  large  number  of  colleges  and  schools  throughout  the  country,  and 
is  recommended  by  our  leading  scholars  as  a  decided  advance  on  the  old 
Latin  Grammars. 

HABKITBBB'S  IiATIK  BBADBB :  A  companion  to  the  Grammar,  bj  the 
same  author.    13mo.    Price,  $1.50. 

▲  OBAMMATIOAIi  ANAIiYZEB :  or,  the  derivation  and  definition  of 
English  words  with  their  grammatical  dassiflcations.  By  W.  J.  TamntT.  (Just 
Published). 

XXiBMESTS  OF  INTBIiXiEOTUAIi  PHTTiOSOPHY ;  By  Bev.  Josxfh 
Aldxn,  LL.D.    12mo.    Price,  $1.50. 


Specimen  copies  of  any  of  the  above  works  mailed  post-paid  to  teachers  and 
school  officers  f  on  receipt  of  one-half  the  retail  price.  The  mast  favorable  terms 
made  for  introduction, 

D.  AFPLETON  &  CO.,  Fnblishen, 

443  and  446  Broadway,  New  York. 

vU-lMt. 


APPROVED  SCHOOL  BOOKS, 

PUBLISHED  BT 

.    SC.    DBXTVXjiElZl   ct3   OO.y 

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]n[IT€HEI.I.'S  NEW  SCHOOI.  GEOGRAPHIES. 

Entirtbj  New — Ttxt^  Maps,  and  Engravings, 

MitoheU*8  First  Iiossons  in  Oeo^raphy.  For  young  children.  Designed  u  an 
intruductiou  to  the  author*^  Primary  Geography.    With  mapD  and  engraviDgs. 

Mitchoirs  New  Primary  Oeography.  Iliuetrated  by  Twenty  colored  Mape,  and 
One  Uundrcd  Engraviugd.  Detilgueu  ad  an  introduction  to  the.  New  Intermediate 
Geography. 

Mitoheli's  New  Intermediate  Geography.  For  the  use  of  Schools  and  Acade- 
miea.    Iliuetrated  by  iwcuty-ihree  copper-plate  Maps  and  numerous  eni^ravings. 

Mitoheirs  New  School  Qcography  and  Atlas.  A  system  of  Modem  Geography— 
Physical,  Political,  and  Deecriptive,  illustrated  by  Two  Hundred  Engravings,  and 
accompanied  by  a  new  Atlas  of  forty  four  copper-plate  Maps. 

Mitchell's  New  Ancient  Qeography.  An  entirely  new  work,  elegantly  lllat- 
truted. 


JIIITCHEI.I.'S  SCIIOOI.  GEOGRAPHIES.    Old  Series. 

MitcheU's  (Old)  Primary  Geography.  An  Easy  Introduction  to  the  study  o' 
Geograpiiy.    Illustrated  by  eogravlugH  and  sixteen  colored  maps. 

Mitchell's  (Old)  School  Geography  and  Atlas.  New  Bevised  Edition.  A 
system  of  Modern  Geography,  comprisiug  a  description  ol  the  present  state  of  the 
World,  and  ilsgraud  dlvlt»ious.  Eiubdiistied  by  numerous  cngraviugs,  and  accom- 
panied by  au  Atlas  containing  thirty-iour  Maps. 

Mitcheirs  [Old]  Ancient  Geography  and  Atlas.  Designed  for  Academies. 
Schools,  and  Families.  A  system  of  Classical  and  Sacred  Geography,  embellished 
with  engravings.  Together  with  au  Ancient  Atlas,  containing  maps  Ulustrating  the 
worlc. 


GOODRICH'S  SCUOOI.  HISTORIES. 

Goodrich's  Pictorial  History  of  the  United  States.    A  Pictorial  History  of  the 

United  States,  with  notices  of  other  purllons  of  America.    By  S.  G.  Goodrich,  author 

of  ••  Peter  Parley's  Tales.** 
Goodrich's  American  Child's  Pictorial  History  of  the  United  States.   An 

introduction  to  the  author's  "IMctorial  History  of  the  United  States." 
Goodrich's  Pictorial  History  of  England.    A  Pictorial  History  of  EngUnd.    By  8. 

G.  Goodrich,  author  of  "Pictorial  History  of  the  United  States,"  etc. 
Goodrich's  Pictorial  History  of  Rome.    A  Pictorial  IHutory  of  Ancient  Borne,  with 

slcetches  of  the  lliatury  of  Modern  Italy.    By  S.  G.  Goodrich. 
Goodrich's  Pictorial  History  of  Greece.    A  Pictorial  History  of  Greece.  Ancient 

and  Modern.    By  S.  G.  Goodrich,  author  of  "  Pictorial  History  of  the  United  Stnieif." 
Goodrich's  Pictorial  History  of  France.     A  Pictorial  History  of  France.    For 

the  use  of  Schools.    B>  S.  G.   Goodrich.    Kevised  aud  brought  down  to  the  prceent 

time. 
Goodrich's  Parley's  Common-School  History  of  the  World.    A  Pictorial 

History  of  the    World,  Ancient  and  Modern.     By  S.  G.  Goodrich.    Illustrated  by 

engravings. 
Ghxidrich's  Pictorial  Natural  History.    Elegantly  Illustrated  with  more  than 

two  hundred  engravings. 


Coppee's  Elements  of  Iiogio.  Elements  of  Ix>gic.  Designed  as  a  Manual  of 
Instruction.     By  Henry  Coppee,  LL.D..  President  of  the  Lehigh  University. 

Coppee's  Elements  of  Rhetoric.  Elements  of  Khetoric.  Designed  as  a  Manual 
ol  instruction.  By  Henry  Coppee,  LL.D.,  author  of  "Ejcmcntsol  Logic,"  etc.  New 
edition,  revised. 

Coppee's  Academic  Speaker,    l  Vol.,  8vo. 

Ormsby's  Guide  to  Geography.  Embracing  Primary  Heading  Lessons,  Written 
and  Oral  Methods  c<imbiijed,  Map  Exercises,  syhteniaiicaJly  arranged,  a  Chart  of  lati- 
tude and  Lc>n«.'itude  and  Crtlcnl.uiont!  in  MnthcmHtical  Geo^jraphy,  designed  to  accompany 
the  Maps  of  Mitchell's  New  Intermediate  Geography.  By  George  S.  Ormsby,  Supu 
Public  bchools.  Xenla,  O.    With  numerous  engravings. 

School  History  of  Maryland.  To  which  are  added  brief  BiogFaphiee  of  distln- 
gulsheil  Statesmen,  Philanthropists,  Theologians,  Ac.  With  numerous  engraTingt. 
Prepared  for  the  schools  of  Maryland. 

Bingham's  Uatin  Grammar.  A  Grammar  of  the  Latin  Languaffe,  for  the  ate  of 
Schools  and  Academies,  with  Bxcrciscs  and  Vocabularies.  By  Wililain  Bingham,  A 
M.,  Supt.  of  the  Bingham  School,  Mcbaneville,  N.  C.  fU-lMt. 


THE  NEW  LATIN  COURSE, 

The  oniw  ediiians  of  the  CiasHen  vMh  refereneeM 
to  the  new  Gramvnar  hy  Harhness* 


A  Preparatory  Latin  Prose-Book,  containing  all  the  Latin  Prose 
neceMarr  for  entering  College,  with  References  to  HarkneM^s  and  Andrews  and 
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Geographical  and  Historical  Index.  A  Nkw  Edition,  containing,  in  addition  to  the 
above,  a  quantity  of  Easy  Prose  Selections,  dcsigced  to  supply  the  place  of  a  Latin 
Reader;  also  Additional  Prose  Matter,  especially  prepared  tor  and  adapted  to  the 
Introductory  Course  of  Latin  Prose  at  Harvard  University.  Sixteenth  Edition,  Enlarged 
and  Lnproved.  By  J.  H.  Hanson,  A.M.,  Principal  of  the  Waterville  Classical  Lisd- 
tnte.    12mo.    Price,  8.00. 

Probably  no  work  has  for  a  long  time  been  issued  which  has  so  com- 
pletely met  the  wants  of  students  as  this  happily  conceived  volume  of  Mr. 
Hanson.  Comprising  in  one  book  all  the  Latin  Prose  required  for  entrance 
into  any  of  our  Colleges ;  the  Text,  the  most  approved ;  References,  to 
the  two  best  Grammars  in  use ;  Notes,  brief  and  to  the  point,  giving  aid 
where  it  is  needed,  and  yet  not  doing  the  pupil's  work  for  him ;  a  full 
VocvBULAUY,  with  other  great  merits.  It  has  received  the  approval  of  a 
large  number  of  eminent  professors  and  teachers,  and  has  been  introduced 
into  many  of  our  best  schools  and  colleges. 

S.  H.  TAYLOli,  LL.D.,  Principal  of  Phillips  Academy,  Andover,  Massa- 
chusetts:— '•  The  book  seems  to  me  very  happily  adapted  for  the  course  of 
study  for  which  it  i»  intended.  The  selections  are  all  good  ones,  most  of 
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work;  the  notes  are  brief  and  to  the  point,  giving  aid  where  it  is  needed, 
and  yet  not  doing  the  pupil's  work  for  him. 

"No  book  of  the  kind  has  appeared  whicii  is  better  adapted  to  lay  the 
right  foundation  for  a  thorough  knowledge  of  the  Latin  language.  It  is 
fully  "vrhat  the  author  intended  it — a  drill-book." 

A  Handbook  of  Latin  Poetry,  containing  Selections  from  Virgil, 
Ovid,  and  Horace ;  with  Notes  and  References  to  Hnrkncss's  and  Andrews  and  Stod- 
dard's Latin  Grammar.  By  J.  H.  Hanson,  Principal  of  the  Classical  Institute,  Water- 
ville, Me.,  and  W.  J.  Rolfe,  Master  of  the  High  School,  Cambridge,  Mass.  12mo. 
Price,  $3.00. 

Like  the  Latin  Prose  Book,  by  Mr.  Hanson,  this  work  commended  itself 
at  once  to  the  attention  of  classical  scholars,  and  has  received  the  most 
flattering  commendations. 

A.  J  RICKOFF,  Esq.,  late  Superintendent  of  Schools,  Cincinnati,  0., 
after  giving  a  full  account  of  the  contents  of  the  **  Handbook  of  Poetry," 
says: — ''We  have  taken  considerable  pains  to  inform  the  interested  reader 
as  to  the  contents  of  this  volume,  because  of  its  intrinsic  worth  and  the 
vast  labor  which  must  have  been  required  in  its  preparation,  and  because 
its  companion,  the  Prose  Jiook,  has  been  so  generally  adopted  as  a  text-book 
in  the  schools  of  this  country,  and  still  further,  because  both  books  are  far 
better  adapted  to  the  use  of  the  solitary  student,  who  must  pick  up  a 
knowledge  of  the  Latin  language  hy  his  own  unaided  efforts,  than  any 
other  book  of  this  class  that  we  have  ever  seen." 

Selections  from  Ovid  and  Virgil,  a  shorter  Handbook  of  Poetry, 
with  Notes  and  References  to  Hnrkncss's  and  Andrews  and  Stoddard's  Grammar..  By 
J.  H.  Hanson,  A.  M.,  and  W.  J.  Roltk,  A.M.    12mo. 

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A  French  Grammar.  Being  an  attempt  to  present,  in  a  concise  and 
8v.<*tematic  form,  the  e.ssontial  principles  of  the  French  language,  incladinc  English 
JExurclses,  to  be  tranrihited  into  French,  with  Vocabularies ;  an  Alphabetical  List  oi  the 
most  common  French  Idioms ;  and  a  copious  Index.  To  which  is  added  a  French, 
English,  mid  L^atin  Vocabulurv,  containiut' the  most  common  Words  in  French  which 
are  U^^rivid  from  L.atin.  By  Ldward  H.  Magill,  A.M.,  Sub-Master  in  the  Boston  Latin 
School. 

The  English  of  Shakespeare.  Illustrated  in  a  Philological  Commen- 
tary on  his  Julias  Cssear.  By  Geobob  L.  Craxx,  Professor  of  History  and  of  English 
Literature  in  QueenV  College,  Belfast.  Aditptcd  to  the  Use  of  the  Stndent  and  the 
General  Reader,  by  W.  J.  Koltb,  Master  of  the  High  School,  Cambridge,  Mass.    16fflo. 

CBOSBY  &  AINSWOBTH,  Publishers, 

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minatlooa  in  theDecIensdona  and  Coiiju{;ations— ofthe  tliird  Declcnfiluu.— of  ihe  inoai)in<;aud  nseof 
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cosslon  of  Pronouns  and  their  uses-^an  analysis  of  the  lour  conjugatious— a  new  clu«isification  o{ 
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Bulliona'a  and  Morris's  Latin  Lessons,  8 1  OO 

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Builions's  &  Kendriclc's  Creole  Grammar,  82  OO 

This  book  is  a  carefully  revised  edition  of  Builions's  Greek  Grammar,  by  A.  G. 

Kendrlck,  D.  D..  l.L.  D„  of  Koche^tor  University,  N.  Y.  In  the  chnn^  and  additions,  mnch 
relating  to  Accents,  Prepositions.  Particles  and  the  Third  Declension  nati  been  rewritten,  and 
also  much  on  the  Verb  and  in  the  Synt«x  has  been  recnst.  In  simplicity  and  siae  it  is  believed 
that  this  will  be  the  most  convenient  and  useful  Greek  Grammar  published. 

Builions's  Latin  Eng.  Lexicon,(witli  Synonyms,)  84  60 
Long's  Classical  Atlas,  quarto,  62  Maps,  84  60 

Edited  by  Geo.  Long,  A.  M.  Constructed  by  Wm.  Hughes.  The  maps  ar«* 
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Baird's  Classical  Manual,         ....      90  cts. 

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JPeissner's  German  Gi'ammar,  {revised,)  -          -               1  75 

JPalmer^s  Booh-Keeping,       -          -          -  -          ^         1  QO 

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THE  NEW  EDITION  OP 

BROWN'S  ENGLISH  GRAMMARS, 

BEVI8ED,  WITH  ADDITIONS  IN 

ANALYSIS  AND   PARSING, 

BY   HENHY   KIDDLE,  A.M., 

ABBlstant  Saperintendent  of  Common  Schools,  New  York  Citjr. 

ThU  Series  is  the  most  perfect  and  complete  exposition  of  English   Orammar 

extantf  and  consists  of 

FIRST  LINES  OF  ENGLISH  GRAMMAR, 

l2mo,  half  bound,  122  pages.     Price  35  cents,  Net. 

INSTITUTES  OF  ENGLISH  GRAMMAR, 

12mo,  strong  leather  binding,  335  pages.    Price  80  cents,  Net. 

III. 
THE    GRAMMAR   OF    ENGLISH    GRAMMARS, 

With  an  in  trod  action,  Historical  and  Critical ;  the  whole  method  Icallj 
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cises, with  Appendixes,  etc.  Seventh  Edition,  Revised  and  Improved. 
(With  a  fine  portrait  of  the  author  engriiVfd  on  steel).  Enlarged  by  the 
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1,102  pages,  large  outavo,  handsomely  bound.     Price  $5.00  net. 

This  POPULAR  AND  STANDARD  Series  of  English  Grammars  has  long 
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BROWN'S  GRAMMARS  — REVISED 

Are  up  to  the  times. 

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Are  Accurate  and  Comprehensive. 

Are  Bigidly  Exact  in  rules  and  definitions. 

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Have  very  Practical  and  Interesting  examples  of  False 
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Are  more  Strongly  Bound  than  others. 

Teach  English  Grammar  Thoroughly. 

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THE   TJISriOISr   RE^I3ERS. 

Bv  0.  W.  SANDEES,  A.  M.,  and  J.  K.  MoELLIGOTT,  LL.D. 

The  "Union  Eeaders"  are  not  a  revision  of  any  former  Series  of  Sandees' 
Beadebs.  They  are  entirely  new  in  matter  and  lUustralions,  and  have  been 
prepared  with  great  care  ;  no  time,  labor  or  expense  having  been  spared  to 
maKe  them  eqiwl,  if  not  superior  to  the  very  best  Series  in  use. 

They  are  strictly  progressive — advancing,  step  by  step,  from  the  beginning 
to  the  end  of  each  book,  and  from  one  book  to  another  in  the  Series,  and 
dwelling  upon  each  stage  of  the  progress  long  enough  to  render  it  dear  and 
intelligible. 
^        They  conform  in  Orthography  and  Pronunciation  to  Webster. 

They  seek  to  attract  and  instruct  early  childhood,  not  only  by  easy 
EEADiNa  LESSONS,  but  also,  by  the  use  of  beautiful  and  appropriate  pictorial 

ILLUSTRATIONS.' 

Union  Pictorial  Primer*  48  pp..  heauHftdly  iUustraied.  It  is  80  arranjfed 
as  to  be  adapted  to  the  word  methodj  the  Phonetic  methody  or  to  the  ordinary  method.  The 
cuts  are  highly  attractive,  and  afford  numerous  subjects  for  Object  Teachino. 

Union  Primary  Slieller.  96  pp.  An  admirable  little  work,  and  a  judicious 
introduction  to  the 

Union  Speller •  no  pp.  a  new,  full  and  complete  work,  just  published,  containing 
many  improvements  in  the  classification  and  combination  of  the  vowel  and  consonant 
sounds,  illustrated  by  varied  and  appropriate  exercises. 

Union  Reader,  dumber  One*  9G  pp.  The  large  type,  open  page,  and 
copious  illustrations,  render  it  an  attractive  book  to  children. 

Union  Reader,  Number  Two.  2O8  pp.  Containing  a  great  variety  of 
style,  diversity  of  subject,  and  appropriateness  of  illustration. 

Union  Reader,  Number  Three.  264  pp.  Furnishes  a  rich  variety  of 
amusing  and  instructive  les.sons,  which  will  be  read  and  re-read  by  the  pupil  with  great 
delight  and  profit. 

Union  Reader,  Number  Four.    408  pp.  tijo  direct  object  kept  in  view, 

in  the  preparation  of  this  book,  has  l>een  to  furnish  the  best  possible  exercises  for  practice 
in  Rhetorical  reading,  und  at  the  same  time  to  make  the  best  moral  impression. 

Union  Reader*,  Number  Five.  6OO  pp.  Embracing  a  full  Exposition  of 
the  Principles  of  Rhetorical  Reading,  with  numerous  specimens,  both  in  Prose  and 
Poetry,  from  the  best  writers,  English  and  American,  as  exercises  for  practice ;  and  ^ith 
Notes  and  Sketches,  Literary  and  Biographical. 

Sanders'  and  McElligoWs  Analysis  of  English   Words. 

240  pp. 


ROBnsrsoisr's 

Full  Course  of  Mathematics. 

The  large  and  increasing  sale  of  these  books — the  emphatic  coia« 
mendations  of  hundreds  of  the  best  Teachers  of  the  country,  who  h^ve 
tested  them  in  the  clasa-roomf  and  know  whereof  they  afiSrm,  amply  attest 
their  red  merits,  and  fully  commend  them  to  general  favor,  and  to  the 
confidence  and  patronage  of  every  thorough  and  practical  Teacher. 


Rohinson^s  Progressive  Table^JBook.    Beautifully  Illcbtkubd,  on 

on  the  plan  of  Object  Teaching  ;  a  gem  of  a  book  for  the  "  little  ones." 

Rohinson^s    Progressive    Primary    Arithmetic,  Illcbtb4t»d. 

Designed  as  an  easy  introduction  to  the  '<  Intellectual  Arithmetic." 

Jtobinson^s    Progressive    Intellectual    Arithmetic,  on  to 

iXDUcrn-E  plan,  and  one  of  the  most  complde,  comprehensive,  and  disdpiinary  worki  of 
the  kind  ever  given  to  the  public.  It  contains  a  fuUj  ooncisej  jet  rigid  and  logkuA 
system  of  Analysis. 

JRobinson^s  Rudiments  of  Written  Arithmetic,  containing  oo^oa 

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easy  and  practical  examples. 

Robinson^s  Progressive  Practical  Arithmetic*   This  work  coven 

the  whole  ground  of  practical  Arithmetic,  and  furnishes  to  the  pupil  unsurpassed  fadlitiei 
for  acquiring  a  thorough  knowledge  of  the  science  of  Arithmetic  in  all  its  applicati<His. 

Robinson's    Progressive   Higher   Arithmetic.    Combining  fts 

Analytic  and  Synthetic  Methods,  and  forming  a  complete  Treatise  on  Arithmelleal 
Science,  in  all  its  Commercial  and  Business  Application!*,  for  Schools,  Academies  uA 
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Robinson's   Arithmetical  Examples,  contains  over  1,500  Prmctiad 

Examples,  promiscuously  arranged,  and  without  the  answers  given.  It  may  be  nsed 
in  connection  with  any  other  book,  or  8<m"!<»s  of  books  on  this  subject,  for  Review  or 
Drill  Exercises. 

Robinson's  New  Elementary  Algebra:  a  clear  and  practiaa  Trettiie 

adapted  to  the  comprehension  of  boginnors  in  the  Science. 

Robinson's  New  University  Algebra. 
Robinson's  New  Geometry  and  Triyonometry. 
Robinson's  New  Analytical  Geom.  &  Conic  Sections* 
Robinson's  New  Surveying  and  Natfigation. 
Robinson's  University  Astronomy. 

W^  KEYS  to  the  Arithmetics,  Algebras,  Geometries,  and  SuBVEnira^ 
are  published  for  the  use  of  Teachers  only. 

W^  The  Differential  and  Integral  Calculus  is  in  preparation,  and 
wDl  appear  in  September,  1866. 


SERIES  OF  ENGLISH  GRAMMARS. 

By  SJMOK  KEBLs  A.  M. 

Tor  simplicity  and  clearness,  for  comprehensive  research  and  minute 
Aaljsis,  for  freshness,  scientific  method  and  practical  utility,  this  Series 
)f  Grammars  is  unrivalled, 

Kerrs  First  Lessons  in  Q-rammar.   This  book  la  designed  as  m 

introdnctioii  to  the  Common  School  Grammar.    The  plan,  definitions)  and  exercises,  are 
in  the  simplest  style,  and  soited  to  the  capacity  of  children. 

Corl'S  COIXIXXIOZI  School  QraZniHar.  This  book  is  designed  for  general 
Qse  in  Common  Schools  and  Academies.  It  is  a  simple,  thorough  and  practical  Granmiar 
of  the  I^nglish  Language. 

Cerl's  Comprehensive  Q-rammar.   to  be  used  as  a  book  of  BBFEBByd. 


^"•"^ 


COLTON'S  SCHOOL  GEOGRAPHIEa 

This  Series  is  one  of  the  most  full,  practical  and  satisfactory  ever 
inblished.  The  deamess  and  practical  character  of  their  contents;  their 
ikilfol  gradation,  the  great  excellency  and  accuracy  of  the  Maps,  and  the 
ijpograpbioal  execution,  place  them  in  advance  of  most  others. 

The  Maps  are  especially  superior,  being  all  drawn  on  a  uniform  system  of 
wUeSf  so  as  to  present  the  relative  sizes  of  the  different  countries  at  a  glance. 

ALTON'S  PEIMEE  OF  GEOGRAPHY.    16  Maps. 
301T0FS  INTEODUCTOET  GEOGRAPHY.    24  Maps. 
DOLTOFS  MODERN  SCHOOL  GEOGRAPHY.    48  Maps. 
[lOLTOFS  AMERICAN  SCHOOL  QUARTO  GEOGRAPHY.    lOO  Maps. 

Profiles  and  Flans.    A  new  and  superior  class-book. 

DOLTON'S  GEOGEAPmOAL  OAEDS.  Six  sheets-size,  31  by  24  in. 
Mounted  on  boards, 

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size,  28  by  23  in.  Mounted  on  boards,  in  portfolio,  and  accompanied 
-vvith  a  Key  for  the  use  of  teachers. 


Sanders'   Primary   Hand    Cards,     six  in  a  set;  printed  on  both  sides; 
mounted  on  strong  paste  board. 

Sanders'   Primary  SchOOi   Charts.    Four  cards,  printed  on  both  sides ; 
mounted  on  pasteboard,  24  by  23  inches. 

ABC  Cards,  and  Arithmetical  Table  Cards.   The  above  form  a 

most  valuable  addition  to  the  facilities  for  teaching,  and  all  engaged  in  the  work  of  in- 
structing elementary  classes  are  invited  to  make  a  trial  of  the  Cards  and  Cuarts. 


.^  ma 

COPY-BOOKS. 

Revised,   Improved   and   Newly  Enlarged. 

I^  FOUR  DISTiyCT  SERIES,  PROGRESSIVELY  ABBAA'QXn^ 

I.  Common  School  Series,  Nos.  i,  2,  3,  4  and  5^ 

II.  Business  Series,  Nos.  6  and  7. 

III.  Ladies'  Series,  Nos.  8  and  9 

IV.  Exercise  Series,  Nos.  i,  2  and  3. 

THE  LEADIHO  0HABA0TEBISTI08  OF  THE  ST8TE1C  ABEt 
/.    SIMPLICITY.  2.    BR ACTIC ABILITY.  S.    BEAUTY. 

The  System  is  the  most  Easy  to  Teach  of  any  before  the  public 

SPENCERIAN  CHARTS  OF  WRITING  &  DRAWING, 

Six  in  Xvmber,    in  Site,  ii4  hy  SO  lnehe9. 

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These  Pens  combine  elasticity  of  action  with  smoothness  of  point  not  found  in  oilier  Feo^ 
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Are  used  in  all  the  principal  roMyfERCIAL  COLLEGES  in  the  United  Stotes,  end  an 
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^^  Teachers,  and  all  others  interested,  are  invited  to  send  for  our  liescriptire  Oatekc«i^ 
ana  Circulars,  and  to  corn*spond  with  us  freely. 

/idiJress  ihf  Puoihhei-s, 

IVISON,  FHINNET,  BLAEEMAK  &  Oa, 

48  Jt  SO  Wmthtr  Btrmt,  Vmm  Tm*. 


A  NEW  BOOK !    A  NEW  BOOK ! ! 


fit  tr  ta  T  iBi  Tua:  A.  tt:  G 

HUMAN    PHYSIOLOGY, 

Anatomy  and  Hygrlene  9 

BeINi!     ax    ANALY.SrS    ANn    SvXTirKSIS    OV    THI 

HUftFAN  SYSTI'^M, 

BT 

T.  S.  LAMBKRT,    M.D. 

Illustpated  by  258  Pino  Wood  Engravings  and  30  Pull  Page 

Plates,  Containing  very  many  Piguves;  in  one 

Ijargo  and  Very  Handsome  IMmo  Vcl- 

umo,  Strongly  Bound  in  Half 

Roan,  Cloth  dides. 

jKrS-SKK  WHAT  IS  SAID  UF  IT. 

Ofkick  op  Scpkrixtrxhi.nt  op  PpBLic  IxsTHucnov, 
A I  ban  J,  .Inly  29th,  1866. 
Dr.  T.  S.  Lambert. — De-ir  Sir:  I  Iiave  exaiiiin«il  wUh  much  care  uud  greiit 
interest  your  recent  work  on  Thyf^iology,  &c.,  nnii  leel  my  inability  to 
8pi)ak  of  it  as  its  merits  d«.'*«erve.  •'•♦••  Of  t!»e  papiT,  type,  ink  and 
engravings,  tho  geuerjil  **  make  up^*  of  the  book,  J  need  not  speak ;  tJiey  speak 
for  thomsol  ves  at  a  glance,  most  admirably  and  eloquently.  •  •  •  •  The 
^look  should  find  its  way  into  our  schools,  and  into  eveiy  family  as  w^U  ;  itf 
introduction  to  thw  iatit-r  would  bo  proni'">ted  by  placing  it  in  evtrj  d'itrict  fa- 
hrary^  and  I  recommend  it  f(  r  thi.^  pnrposo  to  the  iilU-'ntiou  of  bcliouL  uffioere 
throughout  tlie  stsde.  Verv  truly  your.->, 

Kmersox  W.  liKViis/lJepuiy  .Supvriiit«.*ndent. 

'•  Wo  mnsi  coiifi  .-m  tiiut  we  have  waited  aiixii:i.>ly  to  hne  thia  wurk.  The 
text-book.s  on  Piiyj;i.«Ii>gy,  which  ^\e  have  hiili'-r;;)  had,  have  nvit  come  up  to 
the  wants  of  studeur.s.  Dr.  Lambcrl's  reputaiioii  ji:.;  a  ]iliysiolOjji.st  and  practi- 
cal anatomist  —  his  oliartij  in  usti  in  many  of  our  .s..^houls"  for  yrfur-*  Hlr«?ady  — 
the  be.«>t  of  the  kind,  and  liid  ability  JUi  u  writi.r  on  Hygiene,  gave  us  un  idea  of 
what  his  text-book  might  be.  And  we  mus»t  say  our  expectatiouii  hare  l>een 
fully  realized.  The  work  befora  us  is  far  in  advance  of  any  text-book  hitherta 
used.    »    ♦    •    • 

It  must.  n.«  .•"0011  as  teachers  btfcome  acquainted  with  iu  merit.-:,  ^-upcniode 
many  -.•t"  the  treat ise.s. now  in  use.  —  TIic  Lducatur^  I'a.,  r^Iuv.,  l^-fio. 

jj/*  Spec-men  conics  s^nt  by  mail,  foee  of  po<i.'.:«-,  on  icceipt  o!  $l.i!5. 

il^^  The  I'ul  r.:  liers  will  be  happy  to  corros])o::d  with  all  inter r&iod. 

Hj?-  ravoraUe  b.Mius  oflcred  for/introduction. 

WM:.  wood  I:.  CO.,  Piiblisli'jrs, 

ri-l  l-tf.  01  \V;'.lkfr  stie«<f,  New  York. 


Fightins  flgainsi  Wrong,  and  for  the  Good,  the  Trnr  ind  the  BraiitifnU 


THE  LITTLE  CORPORAL 

FOR     BOYS     AND     GIRLS. 

Ackiiowlod^cd bj  the  IcailinjifpApiri*  t«i he ihcs 

HKST  JUVKNILK  PAI'Kli  IX  AMKKICA. 
fie-w  Volniue  Beg^lns  -with  July  and  Janunry. 


ii:t:i.isiiKi>  MONTHLY  nv 

ALFIJEI)   L.  SKWKLL, 

ririrAcin,  Illino-s. 

fl.tVi  r«  Vrur  ♦♦»  ini'fWCf.    SitHjKf  ('>,pj/  M  'Vii/... 

Ail  pofl:c*i  rlortrotypc'd.  and  b:u  k  nuinlMT!* 
MU  .ilwnyH  hv  fiirniHiicd. 

TIIK  T.IT'II.K  court )IJ\L 

Cnritnin:*  Si\t<»«.'n  «|nartt>  p:iir«*rt  of  ilr>'t  c^h** 
Htorarv  :nfi!trr,  writt.'ii  ♦•vprt-j-ly  fur  it*  n»l- 
omnri  l»y  ihftbfxt  jiiVi'iilN'  >\ririi:-of  th«*  I>ay. 
Dnririir'ltH  llr^t  vf.ir  it.  lui"  n'<oivfd  ihc*  iin- 
qoalifi<;d  ••ndfir-iMiuiil  of  tin'  Ir«diiij:i»:ip«'r-', 
and  hill*  nttaiiiod  a  (irr.ulHtioii  urthiryAvo 
iboa-tind. 

lirati  irhot  the  JAipcrs  *SV7 //  ; 

Foni-'vV  I'hiliidt'ipliia  Az/V//  /V»  v*  any-  «.r 
it:    "  7'fii'  fJf'f''  I'tiifit't-ii  ii'dnttitutf  (»'  /«• 

iCd." 

» •  r»-.r  f.,  I  ,  ..•  II)  rvi-ry  lioinc  it  r«'uclii"f,~ 

4h/»;. '.'•,  .'•/.•••"    Ttt'-'ii. 

Ii  it'unc|u.->irirtiijilily  the  Ikwi  piTcdic.nl  for 
rhihlfi'.  in  :Ij«*  I  nitZ-d  St.iti'K.  It  *n\'j\v  i«» 
Imrv  a  t^mis-'  md  pntriMi-  in  «;p':;i»u.—  /*(/'\/lV 
Cff.  .4 ••/"••■•'■'•*. '<»r"ijnn.» 

//  «?•'••/ ./"  /  •  »••  thrift  1/  r/i'iftf'f:  fiaiif  r  s  hnt 
nt*  kf-i  ':'  I!  f'ii'i  rft/'.fr;/."  I't.'f.Kj-:  K,-- 
mnrf ./.  »/r/r'»/. 

Jf'-    L,  .  .'   •  '  ,  I'nrnL— K\x\l\\\i\\   '».•  M'l    •• 

fiTi:  I'o'liii  _'  i!i  '\\K'.  -Ii:i|.«-  iif  a  rhi'd".  \y\\»  r 
ft-hiMi  «-ii;M  v-.nipnrr'  "wi'li  tlii-  wliuli 
etiui'- lo  li-  l>Miii  ii\<>rili«'  pr.iirivH.— /lr/// 
/a/>'/  •  Maim--  h'ltbj  /'rfsji. 


Th'  LVtW  i  'Vi^irul  in  i-«'nduct«Mi  with  ii 
jn-if  d":il  cif  t!ir\  t.-.;*!*'  and  caro.  Kitlior  thip 
[laiMT  or  nur  Yom'fj  /'•>/^x— and  It  would i>« 
hard  to  i-lioti».o  hi-tuM-rn  t]i«Mn-  would  proT© 
a  wcUomc  prc^<•ll^  lor  Ihi-  ttiiidrvii.— ?'A# 
S.iti...>. 

It  -hoiiM  K  In  ivory  ho «- "hold.— A".  T, 

Thr«  br.i^i.-.  hcr.ntiful  and  irood  Li*tif  Cur- 

/Mi/-.// ron<{Mi:ri*  Mrl.-    V' UtiOiit  Stof.'  Jif-nttl/. 

TluTe-  ntf\or  wjis-  a  l«-tt"r  js-ipi-r  printed  for 
rhitdrrn.  Wr  -hmild  d^biro  noli»MriTinonn- 
ni«'»!  to  !"»tv<«  li«-!:ind  u«  in  \\u*  world  thr.n 
th*-  !:r}it!iiidf  o(  \\n^  liif'.t*  ImJIc*  who  n»jid  this 
p:ipfr.  nil  iIh*  wiy  trc'fii  Maine  to  Orejfon. — 
IV'HtUiiu'^h'it  illi.'i  hi/ I'm/n.'j'ft . 

H  I.- I'll- cl«vi.r.j*t  'iLnt;  of  its'  kind  yrl 
re'ili/fd  in  AiinrKa  -  Ilt-xfji/ry  lMu^«.i 
.hntrnnl. 

Tt'f'  IMtlf  C'ttTnriji  sparkb.***  ai'  ov<t  wiih 

•  v'va«it\  and  '•i:f-r!.'«inn—nt.     It  i-.  witluiUl 

d»»uht,  th«'  ho-r  am!  •  he  :jp<!«t  rliildrfn'-  ira- 

zi'lU* jMihlinhcd  iH} w UK'ri\'-Miir.*fijl/  <'MicL.> 

•-•/r/Z/Tf///;'/!, 

77^  /.;'»'/»    'v»;7*.ir'/. --Thoiiirh  niodc»tlv 


a!Iiuu'  i!-»«f  I'V 
n-allv   a    •  :  ry    Msij 
ohildn«!iV  MaV.i.dr'- 
(  Norwiih.  .N.  ^  . 

AM<-r  a  rar-:-;!  p>' 
lully  say  of  />..  /.;. 
i  M-n-j*  :•!!  thf  pral-«- 
HI" Ml  it  l»y  iht  pr*— 
',./,;/r  /••/,; Mi ;...'/  li.r..},s*t 

Ai*  l'«:nisjiul  a*  <\«  r,  and  Hdl^f  rii-p.  rich, 

•lai'iiv  iliiFi.'"  ii-  fli"  ri-p;  M  ii  fprcad;*  for  tht 

l;ttl«-to'.k---/*j^/.'/  ".'//•  '■/•  i^/;./- J./torvf^. 

If  o.>j);inucd'ioi-i>niuicn<*t'd.  it  niu-it  ftot-iiin* 

•.«.  pi.-n!'!'-  a-  Till  r  [*fir!»->  in  >  i*  p:iiiniC9l 


'Uhordinaif  titk*,  it  U 
r  (iei.'Tal  jinio*,'^  the 
.—  i'htttutifjtj  T*-!r.:jrapU 

".  ination.  wt»  ran  che«- 

■V   r  t'H'Ofti.'.  that  it  de- 

tfiat  h:i-  i«o»n  lavijihed 

vtTywhtrv.-  I'ftiladel- 


,;..// 


\\>  miiihi  sjivf  hnndnnlsof  snrh  TioiIOMlf 
\T«'  Itad  -pact". 


\Vi;  wihli  to  ra'.l  yrsrr  af'rn'if  n  ?«»  7/./  /.;.'.7»  ' »  ?;#  rc/a^rn  Ediiuitor.  In  :h:5repac!t7 
it  rlalni"*  to  I'f  a  ro"-lal  I  ri  r  ^\i!li  >'.u.  .M.d  !«ir  ih:-  '••n^^•n  wc  m  tif.driitJy  i^oJidt  \(-ur  aa- 
Kiiiian'.  i'  in  t  i.J:irj;iit'  ll.«'  in  )d  <d  liH  iJ.-«.'U:in«r-*.     \\  c  «tl.  r  a 

LlliKKAL  (M>.M MISSION, 

with  olh«  r  'ndi.MMiMTi:-..  !<i  Ti a* l.«»r.-«.  and  »•«!  •  r-*  %^l.o  will  a:d  luin  I'Xtcj  diim  »:iir  rfrcii- 
t«tion. 

Ii    B.  Sj  <;«',n*«'ij  •  ••I'V  and  rlrc  nlar  nMM /,)»/.'«■*  to  y-/;.AffA»n  n  crijjt  «)f  t)  cir  addrctft. 
KJt."W  VOIiUMB  BEGINS  WITH  JULY  AND  JANUARY. 


\:»i '»{»>-;. 


TI1-&ISI  .ii.dM 


ALi?RED  L.  S»WELL, 

Chicago,  Illinois. 


THE  NEW  YORK  TEACHER 

AND 

By  matiial  ajn^cmcnt  between  the  Committ»?o  of  the  State  Apsociatlon  niid  the  rnMlshora  of  the 
Monthly,  thei^;  jounialB  are  nuw  conHolidtttcd,  and  will  commi'itce  a  Nkw  Volume  with  the  uunibor 
for  Janimnr,  IMIS,  under  the  above  title. 

It  ii(  lhcj)iirpoAC  of  the  Editors  and  l^ibliKhen>  that  the  consolidated  Joumnl  chall  combine  tho  bent 
flmtares  oibotn  Journal;*,  and  merit  and  receive  the  Dupi)ort  of  those  to  w ho2>e  giH)d  oflU'es  their  former 
pacci'M  was  bo  (^reatly  due. 

For  the  n'mainder  of  the  current  volume  the  Axekican  Educational  Monthly  will  be  sent  for  un- 
expired isabscriptlouB  of  the  Ttac/icr. 

(Sigued)  JA^ES  CRUSK81IAXK, 

I'OK    'JHK    GOMMITTKE. 

(Signed)  J.  lt^  H€lIER!HERlIORX  &  CO., 

430    liltOOMK    ST.,   NKW   YOKK. 


Aids  to  Bmooh  BmciBMm. 

"REA\^^KDS"  DEDUCED 

TO   A 

Useful  iVXD  Perfect  Syste:m. 

The  good  cfltect  of  an  accurate  rei^istcr  or  dejiortment  and  scholarship  in  promotins:  a  healthy  eitirlt  of 
emulation  Is  acknowlcd;7ed.  Yet  such  a  re;;ister  Is  mrely  kept.  Teachers  have  no  time  to  record  each 
recitation  as  it  occurs.  Other  duties  crowd,  so  that  the  record  mu^t  be  U(;(lected  fur  the  tim**.  and 
afterward  made  trom  memory.  Ptrftd  accuracy  bein<;  inii>o6sib]e,  cof{fi*lenct  in  tJte  rtcvrd  is  trtakund 
ami  U*  tfwralfori*  hU. 

The  AIDS  eccure  thc{|;fK>d  results  of  accurate  reconls  and  reports,  with  less  expeut*e  of  time,  and 
natnrally  awaken  active  jmreutal  interet>t. 

Tlic  AIDS  may  be  used  in  various  ways.  This  is  convenient :  In  the  niominL'  ^ive  each  pupil  n  C'.\.I{I> 
(flro  merits),  repri'sentiu';  a  i^rftct  dinj^  to  be  forfeited  for  misdemeamir,  or  failure  in  recitation. 
SINGLE  MEUITS  and  HALK-MKUITS  are  for  pupils  who  fail  to  rolaiu  their  CAHD.S  and  yet  are 
worthy  of  sottu  credit.  Five  Cards  held  by  any  pupil  are  exclian;i:ed  for  a  (.:I1EC'K  (i")  Merit?),  n-pn?- 
feniln;r a ]>crfuct  School  Weik.  Four  l^hecks  are  exchan«^*d  for  a  C'EU'lIFICATE  OF  MEKIT.  reijre- 
•cntlng:  100  Merits,  or  a  perfect  Month.  These  Certificates  bear  the  pupil's  name,  and  are  t^ij^nied  1>y  the 
teacher.    TIic  number  held  shows  the  pupil's  standln^^ 

If  prizes  are  awarded  a  tclosu  of  sessiou,  there  ran  be  no  mistake  in  detennluin;;  to  whom  they  l>c- 
long:  the  deciflon  beiu^  made  by  each  pupil  exhibit  in*;  his  Cards  and  Cerlillcules,  no  Misplciou  of  fa- 
Toritiffm  can  arise. 

They  are  ucat  in  de8ig:n,  beautifully  printed  in  BEST  Colors.  The  Certificates  are  prize?*  wlilch  pupils 
irill  cherish.  Single  Merits  and  Ilalf-Mcrits  arc  printed  on  cord-boanl ;  Cards  and  C*hecks  on  heavy 
paper,  and  may  be  used  many  times.  This  makes  the  system  CHEAP.  The  AIDS  are  put  up  In  sets  of 
SOO,  there  beiuR  SO  CERTIFICATES,  120  CHECKS,  aOO  CAKDS,  and  lUO  SINGLE  MERITS  aud 
HALF  MEUITS.    Price  per  set,  |l.iB.    By  mail,  prepaid,  fl.a-i. 

MEDALS— for  Rewards,  silvered,  new  and  appropriate  designs,  each,  25  cents. 

New  Ami:iucan  School  Dlvlogue  lk)OK 

Contabi*— I.  Tut  Schoolboys*  Tuibuxal— II.  The  Stuaioht  Mauk— III.  Fashion.vble  Epucation; 
on.  The  AuoPTKD  Child— IV.  The  Eta  Pi  Society— V.  The  Kockville  Petition— VI.  Pi:ci<jE— 
VIL  UirrrKit,  the  Bt»KE— VITI.  Examination  Day  at  Maoaxe  Savante's-  IX.  The  Puizk 
Poem— X.  William  Kay's  IIistouy  LE.'*^o^•— XI.  Slanu-XII.  IIominitic  Ueoukaimiy— XUI. 
Not  at  Home— XIV.  The  (Jueen's  Enolish. 
rrice  by  mall— Paper,  40  cents ;  Flexible  Cloth,  50  ceuts. 


Watson^s  Hand^Book  of  GjmamiBUu, 

A  NEW  AND  REVISED  EDITION-JUST  PUBLISHED. 

One  Tol.f  SvOf  tinted  paper*  with  Beanttfnl  Illnstratlonfly  from  OrislBal  De«icB% 

and  Mnsfc  to  accompany  the  exercioeo*    Elesantlr 

printed  and  honnd* 

Part  FIrHt— I'nder  "  Vocal  Oymnaotics,''  proM>nti  a  comprohenslve  and  practical  Treative  on  Se^ratka.  FV 
nctic#,  and  KIi>cution.  The  exKini»IeH  for  illustratioiiB.  both  lu  pnise  and  rene,  are  the  choloett  getnt  of  Eapit^  aM 
American  llterHture.  Spirited  pm.Mus  in  octiisvllahic  verse— narrative,  descriptive,  and  lyric  ;  national  odei,  and  baitli 
pieces  are  introtluced,  witli  Rpecial  reference  to  a  combination  of  Toetic  Recitation  vith  Calisthenics  and  GjKoasdOw 
tliiis  rendering  tliis  a  complete  Klocntituiary  Reader  (or  advanced  classes  in  public  and  private  scbo«>l8,aBd  a  nipert« 
Manual  of  Kliicution  and  Oratory  fur  individiinls  and  families. 

Part  Second— Under  "OaliKihcntcs**  exhibits  the  most  extended  and  varied  conne  of  exerdiM,  iriih««t  cbi 
nid  of  apparntus.  ever  puhll«hed.  NIXETEE.S  PIECES  OF  APPR0PRI.4.TE  PIANO-FORTE  MUSIC  ars  in- 
troduced, aflfordint;  a  (tumctent  variety,  botli  for  Calisthenics  and  Gymnastics.  Tills  part  of  the  work  will  casMt 
teachers  to  firlve  pliy^ical  culture  its  due  prominence  in  primary  in»tniction,  and  afford  an  Inexhanstlble  Mpfdj  cf 
pleaAinp:,  healthful,  and  invif^orrUini;  games  and  exercises  for  the  parlor  and  the  nnrsery. 

Pnrt  Third— "OunuHRtics,"  presents  more  exercises  for  Wands,  Damb-1>cl]s,  Indian  Chibs^  and  Handrinpk 
than  all  other  Ijooltii.  While  the  t>ing\o  exercii»es,  for  each  piece  of  apparatus,  are  sufficiently  numeroas  and  varied  ts 
becure  the  requisite  iinnult:inc»u<i  activity  of  the  mental  and  physical  powers,  and  call  into  play  all  the  mnscles  nf  tW 
body,  their  cla^^iftcaiion  ii<  so  perfect  that,  in«tead  of  Intcrferini;:  with,  they  mutually  support  and  reoommead  cad 
other.  ThiK  is  a  complete  gymnastic  drill-book,  with  words  of  command  and  classes  of  movements  sjstematicaOy  sr- 
ranged,  embracing  all  necessary  exercises,  for  the  lungs,  voice,  organs  of  speech,  Joints,  sinews,  and  musdca.  It » 
adapted  to  schnolti  and  Tmulies,  individuals  and  clASses.    The  wooD-ccra  are  numeroas  and  excellent. 

Price,  poMtpnid,  by  mail,  8:2.00. 

J.  T¥.  NCHERHERHORIV  Sc  CO., 

430   BROOME  ST.,  NE^V   YORK. 


Our    pYyVLNASTIC     ApPAI^ATUS 

Is  made  of  well-seasoned  wo<id,  vamiKhed  and  polinhed.  Dumb-bells  and  Indian  Clubs  are  nsoally-  made  of  aiapiev 
beech,  or  birch  ;  Wandti,  of  nhite  akh  *,  Iland-ringx,  of  cherry,  birch,  or  mahogany. 

There  arc  four  sizes  of  Dumb-bells.  Nos.  1  and  2  are  intended  for  boys  and  glris  ;  No.  3  for  women  and  7011th ;  Xa.4 
for  men.     Price,  per  pair,  of  Nos.  1  and  2,  &)  cents  ;  of  Nos.  3  and  4,  75  cents. 

Two  sizes  of  Hand-rings.    No.  1  is  for  boys  and  girls  ;  No.  2,  for  men  and  women.    Per  pair,  75  cents. 

There  are  eight  sizes  of  Indian  Clubs— four  of  long  clubs,  and  four  of  short  ones.  Nos.  1  and  2  are  for  wamea  sad 
youth  ;  Nos.  3  and  4  for  men.    Price  of  Clubs,  per  pair,  $1.75  to  $6. 

The  Wand  has  eight  plain,  equal  faces.  It  is  hcven-eighths  inch  thick  for  men  and  women,  and  thrae-fbaiths  iach 
for  boys  and  giris.    Price  30  cents  ;  with  metallic  balls,  75  cento. 

J.  W.  SCHERMERHORN  &  CO.,  Manufacturers, 

430  RBOOnE  ST.,  NKVT  YORK. 


Watson's  Manual  of  Calisthenics 

Contains  a  complete  course  of  physical  exercises,  wiTUOinr  apparatus.  It  has  all  needftal  directions,  rales,  and  czpb* 
nations,  with  sections  on  phonetics  and  respiration.  The  exercises  are  arranged  in  accordance  with  weU-knova  pxiact 
pies  of  anatomy,  physiology,  and  hygiene.  They  have  been  thoroughly  tested,  securing  the  happiest  resalta.  These  o- 
rrcises,  practised  habitually  and  energetically,  cannot  fail  to  yield  grace,  aglUty,  suppleness,  a  ready  hand,  as  well  ss  re- 
bust  health  and  power  of  endurance.  Almost  any  school-room  or  parlor  will  suffice  for  the  exercises^  For  those  whs 
use  the  piano  to  enliven  the  exerci!M;s,  thero  is  music,  prepared  by  the  best  masters. 

The  lNK)k  is  richly  IlIustrHtod  ;  is  printed  on  superior  paper,  and  bound  In  best  style.  A  reviewer  writes  :  **TUs  is 
the  tnost  elulHTrate  and  satisfactory  attempt  yet  made  to  apply  practically  to  educational  purposes  the  great  trathi  «f 
pliysiology,  relating  to  phynical  cidture  and  training.  To  those  in  autliority  it  Is  a  positive  duty  to  promote  the  dreabir 
tion  of  this  book  by  every  means  in  their  power.  All  who  have  the  physical  welfare  of  the  human  race  at  heart,  and  an- 
(lerstand  how  powerless  the  intellect  is  to  contend  against  the  burden  of  a  feeble  frame,  are  equally  Interested  la  iti 
teachings,  and  answerable,  each  in  his  own  sphere,  however  small  it  be,  for  the  consequences  of  neglecting  tbeai.'* 
Copies  for  examination  mailed  on  receipt  of  fl.UO. 

J.  W.  SCHERMERHORN  &  CO.,  Publishers, 


Object    Teaching    Aids. 


»  m 


sTu: 


MERAX.   FEAMES,  OF  SUPERIOR   STYLE. 

No.  1  has  100  balls Pi-ice,  *1  25 

No.  2  has  144     "    '. "         1  60 

yUBE    ROOT    BLOCK, 

In  neat  Box Price,        15 

Sent  prepaid  by  mail,  letter  postage "      $1  25 

This  is  an  accurately  dissected  block,  and  is  an  indifipensable  aid  in  illustrating  the  Rnlo  of  Cub« 
Boot.  It  should  be  in  the  hands  of  every  teacher  who  attempts  to  instruct  a  pupil  in  tliat 
usually  troublesome  part  of  Arithmetic. 


ToRMS   AND    SOLIDS,    COMPLETE    SET: 

CONSISTINa  OP  SIXTY-TWO  PIECES, 

Two  each  of  the  Plain  Figures  and  one  each  of  the  Solids. 

JEa<:h  is  /Stamped  with  Us  Ntimher  in  the  Idst. 


1.  Equilateral  Triangle.  19.  Quadrant 

2.  Isosceles          do.  20.  Sector. 
8.  Bight-angled   do.  21.  Segment 
4           do.           do.  22.  Crescent 

5.  Obtuse-angled  do.  23.  Ellipse. 

6.  Square.  24.  Oval. 

7.  Parallelogram.  25.  Spberical-trianglo, 

8.  Rhomb.  26.  Kite. 

9.  Rhomboid.  27.  Cube. 

10.  Trapezoid.  28.  Sphere. 

11.  Trapezium.  29.  Hemisphere. 

12.  Pentagon.  30.  Spheroid. 

13.  Hexagon.  31.  Cylinder. 

14.  Heptagon.  32.  Prism,  (Square.) 

15.  Octagon.  33.      do.    (Triangular.) 

16.  Circle.  84.  Pj-ramid,  (Square.) 

17.  Ring.  35,       do.       (Triangular.) 

18.  Semicircle.  36.  Cone. 

PRICE,  IN  ^  rOO^  BOX,  BY  EXPRESS $3  25. 

J.  W.  SCHERUIERHORN  &  CO.,  ISanafactarers, 

430  BROOME  ST.,  Now  York. 

ALSO,  FOR  SALE  BY 

I  BANCBOFT  &  CO.,  San  Francisco,  California. 

SPEAKHAN  &  PROCTOH,  6  Custom  House  Place,  Chicago,  lU. 
SHELDON  &  CONNOR,  Atlanta,  Geor^a. 
B.  MALLAN,  Savannah,  Geoi^a.] 

J  W.  BOND  &  CO.,  Baltimore,  Md. 

WOODMAN  &  UAMHETT,  87  and  89  BratUe  St,  Boitoi,  Van, 


rUBLIBHED    BT 

IVISON,    PHINNEY,    BLAKEMAN  .  &   CO., 

47  and  4U  Greene  Street,  Neiv  York. 

*l'hc  larpe  and  incrc.TiinK  sale  of  these  books — the  emphatic  commendations  of  hundreds  of  th«  be« 
teachtfM  of  the  country  who  have  tt'sffJ  ihcm  in  the  cLiss-room,  and  know  whereof  tl»ey  affirm,  amply  a- 
test  their  re,il  merits,  and  fully  commend  them  to  geneial  favor,  and  the  confidence  of  every  theroui^k  iaA 
pmcticai  teacher.  * 

Atnong  the  Uadhig  and  most  popular  books  of  the  ab<^»ve  Series,  the  following  may  be  named,  sxx.  :•  • 

UNION    READERS, 

Ry  C.    \V.   SAXhERS.   A.M..    and  J.   N.  McELIJUOTT,  LL.D. 
The  Union  Rrnderi*  are  not  a  revision  of  any  former  Series  of  8nnder»»   IleAdcirs.    TVr 

are  entirely  neu*  in  matter  Zkwd  iiinst  rat  ions,  and  have  been  prepared  with  gicat  care  ;  no  time,  labor,  V 
expense  havinj-  been  spared  to  make  them  equal  if  not  superior  to  the  very  best  Series  in  use. 

The  I'liioii  FIftU  Ucncler.  a  newand  superior  book,  just  published,  as  an  Intermediate  Re vJfl 
between  the  Union  Fourth  and  the /»r///«'r  Union  Fifth  Reader;  the  latter  having  its  title  changed  ti» 
*'Thi  Rhetorical,  or  Union  Sixth  Keader.^^ 

Robinson^s  Complete  Mathematical  Series. 

With  the  improvements  and  atldilions  recently  made,  this  Series  is  the  most  oimplete,  scientittr,  vA 
prac'.ical  cf  the  kind  published  in  this  country,  llie  lKH>ks  are  graded  to  the  wants  of  Primary,  liiicrxw 
diate,  Clramrnar,  Normal  and  High  Sch(»ols,  Academies,  and  Colleges. 

Clr  *  K  1:YS  to  the  A  rithmeticsy  Algebras,  Geometries,  and  Surveying,  are  published  for  thi  a«  cf 
Teachers  only. 

THE  METRICAL  SYSTEM  OF  WEIGHTS  AND  MEASOm 

Full,  practical,  and  adapted  t.>  the  wants  of  business  men,  lias  been  added  to  Iloblti«oii*«  R»dl« 
nieii*H,    Priieticnl  and  Hielicr  Aritliuivtic«.  . 

Th..ie  has  been  also  inserted  .in  Per  Unlage,  in  the  HKMIKR  ARITHMETIC,  several  paijesor.lk 
different  kinds  of  U.  S.  Securities,  Bonds,  Treasury  Xotes,  Gold  InvestnteHts,  Currency^  etc.,  wiih  Fn:- 
tieal  Exainples. 

This  change  and  addition  will  not  interfere  in  the  use  of  the  book  with  previous  editioos  of  the  sams, 
and  will  fully  meet  with  the  present  wants  of  the  schools,  and  of  business  men. 


Eerl's  New  Series  of  Grammars, 

Ry  SIMON  KERL,  A.  M. 
F«r  simplicity  and  clearness,  for  comprehensive  research  and  minute  analysis  :  for  fineshnesa,  sdencac 
method  and  practical  utility,  this  berics  ol  English  Granimars  is  unrivalled  by  any  other  yet  published. 

Webster's  School  Dictionaries. 

This  popular  Scrie<  is  very  justlv  regarded  as  the  only  National  standard  authority  in  OrthoC"**]P*'3r» 
Defluitloii,  and  Pi  oiiu'nri  at  ion.     At  least  four-fifths  of  all  the  School  Books  published  uuM 

country  own  Werstek  as  their  stautlard  ;  a»d  of  the  remainder,  few  acknow!ed;se  <im/  standard. 

SPENCEKIAN  COPY  BOOKS, 

IX  FOUR  DISTINCT  SKRIES. 
Common  School  Series,  I        Ri'sinf..ss  ij^ERiRs,        I         Ladies*  Seiubs,         |       ExsicasE  Sekiks 
Nos.  I,  3,  3,  4  and  5.      |  N(>s.  0  and  7.  j  Nos.  8  and  9.  |.      Nos.  10,  11,  and  12. 

These  NEW  BOOKS,  on  account  of  their  Simplicity.  Arrangement,  Accuracy,  Unifonnity,  and  Rdi^ 
make  the  System  the  most  easy  to  leadi  of  any  before  the  public. 

WE   ALSO   INVITK   ATTENTION  TO  TUB  FOLLOWINQ — 

WELLH'  SCIENTIFIC  SERIES,  \  BRYANT  *    STRATTON'S    BOOK- 

GRAY'S  BOTANICAL  SERIES.  KEEPING, 

FASQUELLE'S  FRENCH  SERIES,       \  fVILLSON'S  HISTORIES, 
WOODBURY  S  GERMAN  SERIES.       HITCHCOCK'S  SCIENTIFIC  SEBIES, 
PROGRESSIVE  SPANISH  READERSA  AMERICAN  DEBATER, 
SILL'S  SYNTHESIS,  GOODISON'S  DRAWING  BOOK,     ^ 

COLTONS  GEOGRAPHIES.  I  SCHOOL  RECORDS,  VOWE^  ACTIOS, 

BRADBURY'S  SCHOOL  MUSIC  BOOKS,  EU,,  Etc. 

ZJS^  J'cachcrs  and  School  Officeis  are  invited  to  correspond' with,  us  freely,  and  t«  send  f»r  our  A^^i^ 
tive  Catalogue  and  Cinular,  which  will  be  promptly  sent  upon,  application.^  _ 

{TJT^  Liberal  terms  given  on  Books  fumislied  for  Examinaiiou  or  InstrucdoD.    Address  the  -PubltilMrk 


THE  NEW  AMEBICAN 

SCHOOL  DESK  AND  SETTEE, 

CONSTBUCTED  ON  <<PUTSiOLOGICAL  PRINCIPLES.'* 

(GEORGE  MUNGER^S  PATENT  ) 
Bjr  far  the  best  De$k  ever  made.    Illustrated  Circulart  tent  on  application. 

J.  W.  SGHERMEBHOBN  &  CO.,  Manufacturers, 

430  Sroome  Street,  New  YorJt. 


HEW  PATENT  INK  WELLS  FOR  SGHOOL& 


FIjC.  1  r«Dre5entt  top  rlew  of  corer ;  2.  Jop  view  «if  well  without  cover  S,  boitoin  of  cover  ;  4.  edjre  of  eoT«r ; 
6.  well  complete  ;  6.  key  to  cover.  The  Ink  Well  \b)  in  liiHorlcd  into  desk  throngh  hole  Uoretl  Tur  the  parpoa^ 
■o  Ihnt  the  flAnge  renU  on  siirrHce  of  desk,  nnd  is  secured  In  phice  by  ifcrewti  in  counter*nnk  hole*.  Klnnxe  m 
well  liai  on  its  outer  edfre  a  lip,  which  Alone  icsta  on  de-tk,  leavinc  space  within  below  interior  pnrt  of  (iMn^ 
Thie  epace  allows  room  In  which  nin«  projectinjc  downward  from  lower  tide  of  cover  mny  freely  more.  Fine 
oare  heads  (aa  seen  In  4),  and  are  first  inserted  thronffli  ap«rliires  largre  enonirh  to  ailmit  them  freely  in  flnnse 
•f  well  (as  In  2).  From  these  apertnres  extend,  concentrically  in  opposite  directions,  cnrred  slots,  Jnst  wide 
•nongh  to  allow  necks  of  pins  lo  pass  freely.  I<ower  edges  of  these  slots  have  slight  Inclination  downward  from 
apertures,  so  that  as  cover  is  tarned  the  heads  of  pins  become  wedged  against  inclined  surfaces,  and  draw  covei 
closelv  npon  well,  on  which  It  fits  tiKhtly.    Cover  is  fahtcned  l>y  key  (Fie  6). 

This  new  well  is  simple,  and  wliile  it  contains  the  combined  excellences  of  the  beat  wells  now  in  nse,  U 
remedies  the  defects  of  all.  1st.  We  have  a  neat  and  secure  fiurteuing  for  the  cover,  which  can  only  be  removed 
with  the  key,  which  should  be  kept  by  the  teacher  or  Janitor. 

2d.  The  well  itself,  after  being  fastened  by  two  common  screws,  never  need  be  removed.;  the  glass  lining 
OiJy  being  removed  for  cleaninj;,  which  can  be  done  by  unscrewing  the  cap  with  the*  key. 

3d.  It  will  not  get  out  of  order,— by  its  simplicity  of  arrani^ement  therre  is  no  lining  to  corrode.  It  cannot 
Imrst  and  spill  the  ink,  and  cannot  be  removed  and  loKt  by  the  pupUs. 

4th.  It  can  be  used  In  the  holes  made  for  other  wells.    5ih.  It  is  economical. 

Price  of  Ink  Wells  per  dozen,  $3.90 ;  JLeym  for  Mime,  no  charge. 

HENRT  M.  SHERWOOD,  107  Mokroe  Street,  Chicago,  Ilt«. 
J.  W.  SOHERMEREORN  &  CO.,  430  Broome  Street,  New  York. 

They  manufacture  and  sell  Henvy  Plnlii  Glass  Fonts  or  Ink  VTells,  per  doien,  $1  )iO| 
Japanned  Covers  fdr  same,  $1  20;  Urass  Covers,  very  neat  and  elegant,  $1  )A3« 

HALL'S  6REiT  6E0L06IGAL  CHART, 

Size  6ft  Gin.  by  5ft.,  finely  engpraved  and  superbly  colored, 

Kxhiblts  the  order  in  which  the  succduiive  strata  of  rocks  ate  arrantreil,  and  the  chnrncteriHtlc  fo!•^ila  which 
bare  mainly  alTorded  the  key  to  tlil»  Hrran;;eniont.  It  itIvck  '.he  ai>pearnnco  llinl  would  be  piej»cnte«l  if  a  sec- 
tion were  made  from  the  surfncc  toward*  the  ventre  of  the  earth.  ox|>u»iiiK  the  eii^c.<«  of  the  dillecent  Uyem.  It 
is.  In  fact,  such  representation  as  rany  be  >ccn  in  llio  bitnks  of  m>inv  livni-s,  a.1  the  Nia};rtra.  or  In  ths  high 
rockv  cllflrs  of  the  lake  or  ocean  shmes.  only  It  is  much  more  extfiidi"!. 

This  beautiful  chart  was  prepared  by  iVofohiior  IIhII,  that  It  niittht  render  a  Mudy  so  dellKhtfui  iu  itself 
and  so  nractlcnily  useful,  more  extensively  intnxiuced.  rimI  more  eiL-iilv  nndersiood. 

Only  a  limited  numlier  of  the?te  charu  were  produced  from  the  lithographic  Moncs.  The  stiUcrSbers  ha^ 
Isr  sale  a  few  of  them,  fre^ilt  and  perfect. 

Price,  Momiled  on  (Holh  and  Rollers,  Sltf  00  ;  WboleMle  price,  for  Teachers $  I  *4  00 

Rey  to  lUIIs  Geologica.l  Chan ..7 '. 1  00 

J.  W.  80HER1ISRH0RN  &  CO.,  430  Broome  Street,  New  York. 


Articles  for  Every  School. 


MD8  TO  SCHOOL  DISCIPLINE.    BOO  Certificates,  Checks,  Cards,  etc    ..$1« 

(They  eave  time  of  Record-Keeping,  and  reduce  "  Rewards'*  to  perfect  System.) 

BLACK-BOARDS,  uUJi  perfect  date  surface^  neatly  fhimed : 

No.  1.  Size  2  feet  by  8  feet $8  50     No.  4.  Size  8*  feet  by  4*  feet 9  50 

2.  "    2t  feet  by  .3*  feet 6  23  5.     "    4feetby5feet 12  i« 

3.  "    3  feet  by  4  feet 7  00     Any  size  to  order,  per  square  foot .         in 

Same  sizes  in  black-walnut  ft*amee,  each  board  extra   1 .00 

BraERicAL  Black-Boards,  for  Mathematical  Geography,  etc.— See  '*8p«;ial  Geographical  List."" 

BLACK-BOARD  RUBBERS : 

No.  0.  Sheep-Bkin,  stnaU  size,  per  dozen 2  00     No.  3.  Lamb-skin,  fine  long  bleached  wool  5  00 

1.  "         resriilar  Hize,    "  ....    3  00  4.  Brussels,  NEW  and  neat  5  00 

2.  "         longer  wool,  better  finish    4  00            5.  Cu  a  Moia-SKwr,  paten  ted,  very  superior  6  OO 
BLACK-BOARD  SUPPORT— Hammond's.    Complete  and  substantial,  each  5  00 

BOOK-CARRIERS— Manchester's.    For  boys  and  girls,  very  popular,  each 3o 

Large  size,  sntncicnt  for  containing  largest  school  atlas  .  OO 

CALL-BELLS,  for  Teachers'  Desks,  varied  styles,  silvered ^. .  $1  85  to  S  20 

CLOCKS,  for  School-rooms.  Duplex  movement,  black-walnut,  very  superior    15  tt) 

Drop  octaffon.  oak    9  00 

COMPOSITIOX-PAPER— "  An  Educational  Novelty."— 3  Nos..  per  quire » 

CRAYONS— '•  Eureka."    Dui?tle8S  aud  economical  (somewhat  like  Talc),  per  100 30 

Chnlk  from  Waltham,  per  gross,  40  ctp.    Colored,  per  gross 1$ 

CRAYON-nOLDER.    Just  invented  and  patented,  each S5 

CROQUET.    Complete  set,  and  book,  in  box— excellent  style  for  schools .- 10  50 

"  "  "        Cheaper  style 7  50 

CUBE-ROOT  BLOCK.    In  neat  paper  box   : "3 

DESKS.    New  Axebicak  School  Desk  and  Settee— "on  Physiological  Princlplca.'*    (See 
Ulnstrated  Circular.) 

GYMNASTIC  APPARATUS— Dumb-bells,  Rings  CTubs,  Wands,  etc.: 

Dumb-Bblls.— Nos.  1  and  2.  For  boys  and  girls,  per  pair  00 

No.  3.  For  ladies  and  youth,  per  pair,  75  cts.    No.  4.  For  men,  per  pair "S 

IIand-Rinos.— No.  1.  For  boys  and  girls,  per  pair,  75  cts.    No.  2.  For  men  and  women,  per  pair  "S 

Indian  ('lubs.- Four  sizes  short  clubs,  and  four  of  long.    Per  pair  $1  75  to  6  00 

Wands.— Eight  plain  equal  faces,  each,  30  cts.    Same,  with  metallic  balls,  each '3 

GLOBES,  all  kinds  and  sizes.    See  ''  Special  Geographical  List." 

INK-WELLS— Sherwood's.    Iron,  lined  with  glass,  patent  locking  cover,  doz   8  SO 

Britannia,  lined  with  glass,  per  dozen  3  00 

Heavy  glass  sockets,  per  dozen   1  00 

Japanned  iron  covers,  for  same,  per  dozen 90 

INK-VENTS— Scarlett's  Patent,  for  filling  Ink-wells,  etc.,  each « 

"KINDER  GARTEN  BLOCKS,"  with  patterns,  per  box ISO 

MEDALS— for  rewards,  silvered,  new  and  appropriate  designs,  each    S5 

MICROSCOPES.— Students'  No.  1.  Simple,  brass  mounted,  adjustable  magnifier,  for  Botany,  Ge- 
ology, etc  : . .  1  80 

No.  2.  Compound,  for  minute  or  mounted  objects,  in  box,  pliers  and  glasees..  5  00 

MOTTOES  (20),  for  School-room  Walls,  on  flue  card-boards,  in  packet    15 

MULTIPLICATION  WALL-CARDS,  20  inches  by  26  inches -3 

NUMERAL  FRAMES,  superior  style,  100  balls  1  95 

144    "      160 

"OBJECT-TEACHING  BLOCKS"— 62  Forms  and  Solids,  in  box 8S 

SLATE-PENCIL  SHARPENER,  self-sharpening,  very  simple 10 

SLATING,  "  EUREKA  LIQUID"  (Mnngcr's),  for  making  an  enduring  and  nnrivalled  Slat*  Sm- 

FACB  on  old  or  new  ooards  and  wall,  per  quart  (one  quart  coven  about  100  aqnare  feet)  8  00 

SLATED  LEAVES,  convenient  and  economical,  per  100  8  00 

SLATE  RUBBERS,  to  erase  without  water.— No.  1.  Per  100,  $3.    No.  2.  Lqiger  6  00 

SPELLING-STICKS,  or  "  Word-making"  Sticks  for  Primarians,  each 15 

Fonts  of  letters  and  figures,  on  card-board,  for  same IS 

SENTENCE-STICKS,  for  Primarians  "  to  build  up  sentences"   15 

Sets  of  small  words,  on  card-board,  for  same fiO 

J.  W.  SCHERMERHORN  &  CO.,  Manufacturers, 

430  BROOMB  ST.,  NJBUT  YORK. 

WOODMAN  dD  HAMMETT,  37  BratOe  Street,  BosUm, 

.    Are  re^ulsr  Agent$for  New  Englaud^  and  Jill  all  Order*  at  Nfto  Twrkftim, 


"TilAWlR  ill  SCHOOL  ROOM." 


OPINIONS  OF  EMINENT  MEN. 

iFrom  Hon.  A.  C.  Oibbt^  Governor  of  Ortffon,} 
•*  It  is  wortli  its  weight  in  gold." 

[From  Han,  E.  A.  Apgar,  State  SupL  PuUie  Instruction,  New  Jenejf.} 
"  A  most  excenent  Work. '  * 

[From  Hon.  L.  Van  BoJekelen^  State  Supt,  Public  Instruction,  Maryland,} 

*'I  havo  read  with  interest  and  profit  your  volume*  entitled  'Tho  Lawyer  in  the 
School  Boom/  and  will  cheerfully  recommend  it  for  use  in  our  public  and  private  schools 
not  only  by  teachers  and  school  officers,  but  by  more  advanced  pupils.  We  need  some  guido 
amid  the  intricacies  and  perplexities  of  school  management,  some  light  by  which  to  discern 
the  true  intent  of  the  various  legal  enactments  connected  with  the  work  of  public 
instruction.    These  the  teacher  will  find  in  your  well  written  manual." 

iFrornHon,  Jamss  L.  Orr,  Oovemor  of  South  Carolina,] 

"  I  am  satisfied  the  work  will  prove  invaluable  in  instructing  teachers,  parents,  end 
pupils  in  their  relative  rights,  duties,  and  obligations.  It  is  the  pioneer  publication  upon  tho 
subject,  and  the  laborious  collation  c  f  tho  lavs  s  of  tbis  and  other  countries  upon  matters 
treats  therein  ^viil  be  an  enduring  monument  to  your  industry,  research,  and  dis- 
crimination. ' ' 

{From  Hon,  John  O.  McMynn,  Slate  Supt,  Public  Instruction,  Wisconsin.} 

*•  I  have  read  your  *  Lawyer  in  the  School  Room,'  and  desire  to  express  my  appreciation 
of  your  efforts  to  instruct  school  cfiiccrs  and  teachers  in  the  law  i elating  to  educational 
matters.  Were  your  book  iu  tho  hands  of  those  wLo  manage  our  school  afi'sirn,  it  would 
prevent  much  of  that  misunderstanding  that  leads  to  serious  diificulty,  and  bo  of  grea* 
advantage  to  tho  community  in  preserving  harmony." 

iFrom  Hon,  D.  Franklin  WeUs,  Statf.  Supt.  Public  Instruction,  lowcu} 

**  On  my  accession  to  office  as  tho  successor  cf  Hon.  Oran  Favillc,  I  found  on  tho  table 
your  excellent  little  work  entitled 'The  Lawyer  in  the  School  llocm.'  .  .  .  I  have 
given  tho  work  a  favorable  notico  in  the  Iowa  School  Journal  for  Juno,  a  copy  of  which  I 
have  directed  to  you." 

"  Wo  havo  read  the  book  with  much  interest,  and  believe  the  positions  taken  by  the 
writer  to  bo  soimd.    No  teacher  can  rise  from  its  perusal  without  having  clearer  views  of  his 

rights  as  well  as  of  his  duties The  consdousnass  of  increased  strength  which  ho 

wiU  ieel  in  consequence  of  the  better  understanding  of  his  position,  will  be  worth  to  him  ten* 
times  the  cost  of  the  hook."— lowa^School  Journal,  June,  1867. 

[From  Prof.  Wm.  F.  Phelps,  A.  M.,  Principal  of  the  Minmtota  State  Normal  SehooL} 

**  It  seems  to  mo  that  this  book  must  supply  a  want  long  felt  in  our  educational  work. 
Eoth  teachers  and  parents  are  notoriously  deficient  in  a  knowledge  of  their  reciprocal  rights 
und  duties  in  respect  to  tlio  school,  and  I  believe  this  little  book  of  vours  wUl  do  much 
toward  bringiDg  about  a  hotter  uudcrstinding  among  them  and  a  more  harmonious  working 
of  our  school  machinery  everywhere.  I  hope  '  The  Lawyer  in  the  School  Boom'  may  find  its 
way  into  every  school  room  and  family  in  tho  land." 

iFrom  Hon.  E.  E.  White,  late  Stcie  Commissioner  qf  Comimnn  Schools,  Ohio.} 

**  Mr.  White  being  much  pressed  by  correspondence  has  requested  me  to  answer  your 
note.  .  .  .  '  Tho  Lawyer  in  the  School  Boom'  has  been  received  and  examined 
with  great  interest.  It  will  receive  a  favorable  notice,  as  it  so  wcU  deserves,  in  the  next  number 
of  the  Educational  Journal.  — T.  £.  Suuor. " 

''This  book  ably  supplies  a  want  that  must  often  be  ludnfuUy  felt  by  teachers,  school 
directors,  and  parents  in  cases  of  perplexity.  By  its  dear,  lively,  and  forcible  treatment  of 
every  branch  of  tho  subject,  it  will  serve  to  popu^rizo  correct  legal  ideas  on  several  imj^rtant 
cducatioual  points,  about  which  there  yet  prevails  much  miscMevovis  ignorance." — Ohio  Edur 
eational  Monthly,  Hay,  1867. 

l?RICia    0]SE    XyOJ^T^SJEt. 

J.  ¥.  SOHEBHEBHOBN  k  00.,  Publishers,  430  Bioome  Streeti  N.  T. 


GjBMJL»:m: 


©cliool 


&  SON'S 

F'xLriiitiire. 


No  other  is  eo  extensively  uhciI.  or  gives  puch   univerwil   patinf^ction.    Sinple  and  double,  iu»»re 
tlian  twenty  different  varietiei*  now  ready.    Made  only  from  the  best  kiln-drie<l  lumber. 


ARTICIiES  F®R  EVERY  S4€HOOIi. 

AIDS  TO  SCnOOL  DISCIPTJNE.    500  Certiflcateg,  Cheeks,  Cards,  etc |1  25 

(They  eave  time  of  Itecord-Keepintf,  and  n»duee  **  Kewardrt"  to  perfect  syt«tcm.) 
BLAOK-BOARDS.  teifh  mrpci  Oate  svr/ace,  neatly  framed,  always  on  hand. 
BLAgK-BOARD  RUBBEKS : 

No.  0.  Sheep-fkin,  fnvtll  t-ize,  per  (Tozen $2  00  I  No.  H.  Lamb-Bkin,  line  long  bleached  wool..  Tt  nO 

1.            »'         rejnilar  nize,    "           3  00            4.  Brupseln,  NEW  and  neat  5  00 

3.            **         longer  wool,  better  finirth    4  Ot)  |          5.  Ciiamois-skin,  patente«l,ver}' puiwrior  O  (0 

BLACK-BOARD  SUPPORT— I lammond's.    Complete  and  Substantial,  each  G  fO 

BOOK-CARRIERS— Manchester's.    For  boys  and  girls,  very  popular,  each  M 

COMPOSITION-PAPER—"  An  Educati(»nal  Novelty^'— 3  Nos.,  per  quire  60 

C'RAYONS— "  Eureka."    Dustless  and  ectmomlcal  (somewhat  like  Talc),  per  100 M 

CRAYOX-UOLDER.    Just  invented  and  j)ateuted,  each 25 

CROQUET.    Complefte  set,  and  hook,  in  nox— excellent  style  for  schools  10  W 

CUBE-ROOT  BLOCK.    In  neat  pap  »r  box T3 

GYMNASTIC  APPARATUS— Dumb-bells,  Rings,  aubs.  Wands,  etc. 
INK-WELLS-All  kinds. 

INK-VEXTS— Scarlett's  Patent,  for  filling  Ink-wells,  etc.,  each  , « 

•'KINDER  GARTEN  BLOCKS,"  with  ijattenis,  per  box 1  50 

M EDALS— for  rewards,  silvered,  new  and  appropriate  de^iirns.  each S> 

NUMERAL  FRAMES— superior  style,  100  balls,  $1  25 :  144  lialls 1  » 

"  OB.JECT-TE ACHING  BLOCKS"-r.t>  Forms  and  Solids,  in  box 3  » 

SLATE.PEN(^IL  SHARPENER -self-sharpening,  very  simple  03 

SLATING,  "  EUREKA  UQUID"— (Munper's)— for  making  an  enduring  and  unrivalled  Slatb  Suii- 

FACK  on  old  or  new  boards  and  wall,  per  quart  ^one  quart  covers  about  100  square  feet) 3  00 

SLATE  RUBBERS— to  erase  without  water. -No.  1.  Per  100,  $3  00 ;  No.  2.  Larger 5  « 

SPELLING-STICKS,  or  "  Word-making"  Sticks  for  Primarians,  each 15 

Fonts  of  letters  and  figures,  on  card-board,  for  same 25 

SENTENCE-STICKS,  for  Primarians  "  to  build  up  sentences"  15 

Sets  of  small  words,  on  card-board,  for  samei. 60 

SPEAKMAN  &  PROCTOR, 

6  CUSTOM  HOUSE  PLACE,  Chicago,  Illinois. 

ALL  ORDERS  FILLED  AT  EASTERN  PRICES. 


AMERICAN 

EDUCATIONAL  MONTHLY. 

Vol.  IV.  OCTOBER,  1867.  No.  10. 

FACTS  AND  THOUGHTS  ABOUT  REFORM  SCHOOLS. 

IV. 

CONTINUING  our  rehearsal  of  the  means  employed  for  moral  edaca- 
tion,  we  find  that  employment  constitutes  another  stronghold  of  hope 
for  the  eradication  of  evil  habits  and  formation  of  new  ones.  Constant 
employment  is  aimed  at  There  is  to  be  a  duty  for  every  hour  and  moment. 
Something  fbr  the  mind  to  be  exercised  upon  is  provided  for  each  division 
of  the  time.  Manual  labor  is  pursued  during  seven  or  eight  hours  of  the 
day  by  those  old  enough  to  be  employed.  A  knowledge  of  some  mechanical 
trade  is  acquired  by  many  of  the  boys  ;  the  girls  are  engaged  in  household 
labors,  and  in  learning  the  various  arts  of  the  needle  and  the  scissors. 

Again,  literary  instruction  is  of  paramount  importance.  Four  hours  a 
day  are  devoted  to  intellectual  improvement.  And  though  few  enter  the 
House  with  any  knowledge  of  letters,  few  leave  it  unable  to  read,  write, 
and  perform  ordinary  business  transactions  in  figures. 

There  are  occasionally  instances  of  uncommon  talent  and  capacity  for 
literary  acquirement.  Some  intellects  under  favorable  auspices  would 
develop  rarely,  and  bring  great  credit  upon  the  foster  parent,  the  institu- 
tion. When  nature  has  thus  bestowed  superior  abilities,  the  duty  of  the 
teacher,  and  beyond  him,  of  the  institution,  is  to  foster  and  provide  for  the 
development  of  them,  not  dooming  the  child  to  the  monotony  of  rudimcn- 
tal  studies  and  dull  class-mates  month  after  month.  It  is  a  weak  excuse 
to  say  that  distinctionis  must  not  be  made.  God  has  made  a  distinction,. 
and  we  sin  if  we  do  not  recognize  it.  Unusual  mental  gifts  bestowed 
upon  children  are  solemn  responsibilities  to  parents.  Are  they  less  so  to 
the  institution  which  adopts  these  ''little  ones ?" 

Though  comparatively  so  little  time  is  given  to  mental  culture,  there  are 
strong  evidences  that  children  in  these  schools  may  improve  as  rapidly  as 
in  those  entirely  devoted  to  literary  acquirements.  These  children  have 
been  led  to  early  exercise  of  their  faculties,  to  use  ingenuity  and  reflection 
in  carrying  out  their  schemes  of  fraud  and  trickery.  Their  minds  are  fre- 
quently more  precocious  than  those  of  children  carefully  reared.    The 


816  The  Educational  MorMy.  [October, 

intricacies  otfradUms  and  proportion  are  nothing  to  a  boy  wio  has  solved 
the  knotty  questions  of  supply  and  demand  for  his  physical  nature,  day 
after  day,  under  the  most  perplexing  combinations. 

It  is  required  mainly  to  change  the  direction  of  their  faculties,  and  the 
same  abilities  that  made  them  apt  rogues  will  create  creditable  scholars. 
A  habit  of  reading  formed  in  the  House  will  be  a  strong  safe-guard  after 
leaving  it.  It  has  saved  many  a  youth  from  fierce  temptation.  This  fact 
has  been  recognized,  and  in  all  these  schools  we  find  well-eelected  libraries 
of  attractive  books.  Keligious  instruction  is  also  provided  for,  as  it  should 
be.  Cheerful  and  tasteful  chapels  are  connected  with  each  school,  and 
Sunday-schools  are  carried  on  regularly.  The  children  are  usually  carefully 
instructed  in  sacred  music.  After  the  existence  and  providential  care  of 
God  are  thoroughly  understood,  religious  teaching  should  be  direct,  pomted, 
personal.  The  nature  of  sin,  the  necessity  of  the  atonement,  should  be 
carefully  explained  and  pressed  close  upon  the  individual  experience  of  each 
young  heart.  The  Saviour  must  appear  as  theur  personal  friend  and  ex- 
ample. They  must  feel  that  religion  is  not  only  a  general  system  of  truth, 
but  an  individual  experience  of  heart  and  life. 

Another  means  of  promotmg  reformation  is  considered  to  He  in  the  pro- 
viding of  food  and  clothing  of  suitable  nature.  Hunger  is  no  doabt  a 
great  demoralizer  ;  and  neat,  comfortable  clothing  is  a  decided  promotive 
to  self-respect.  Among  the  gu'ls  dress  may  be  inade  an  important  agent 
by  making  the  distinction  between  pride  and  proper  self-respect  clearly 
apparent.  Neatness  should  be  enforced,  while  individual  taste  should  be 
encouraged  and  subjected  to  critical  comment.  After  acquiring  exquisite 
neatness,  they  should  be  allowed  to  make  themselves  look  as  pretty  and 
attractive  as  possible.  It  is  woman's  prerogative,  the  title  to  which  she 
has  in  no  way  forfeited.  The  difference  between  this  and  weak  vanity  or 
foolish  gayety  should  be  msisted  upon.  But  it  is  not  well  to  reprove  if  one 
trains  a  curl  or  two  to  fall  on  neck  or  brow,  or  wishes  to  wear  a  knot  of 
bright  ribbon  at  her  throat.  An  instance  is  in  memory  where  a  young 
girl  was  as  severely  reproved  by  a  teacher  for  placing  a  bit  of  green  vine 
in  her  hair,  **  to  attract  attention,^  as  if  she  had  told  a  falsehood.  The 
art  of  economical  purchase,  neat  and  tasteful  making  up,  and  careful  a^ 
rangement  of  dress,  should  be  taught.  Many  gu*]s  go  astray  for  want  <^ 
proper  ideas  on  these  points.  It  is  not  enough,  as  we  are  sometimes  told, 
that  clothing  should  be  whole  and  clean.  It  should  be  well  shaped,  well 
made,  and  well  put  on.  And  this  may  be  done  as  well  in  the  coarse  and 
durable  material  prescribed  by  reform-school  regulation  as  in  any  other. 

Exercise  and  amusement  come  in  for  a  due  share  of  the  day.  These 
children  are,  or  should  be  made,  if  they  are  not,  like  others,  full  of  a  vivadiy 
which  finds  an  outlet  in  active,  noisy  play.  The  more  childlike  the  dispo- 
sition evinced,  the  more  easily  will  its  owner  be  led  as  other  children  are. 


1867.]  Facts  and  Thoughts  about  Seform  SchoclB.  SIT 

While  natural  and  innocent  gayety  need  not  be  restrained,  it  is  yet  very 
necessary  to  watch  over  their  sports,  for  indications  of  selfishness,  injustice, 
and  anger  will  be  very  frequent.  The  separation  of  each  child  from  all 
others  at  night,  by  placing  it  in  a  room  of  its  own,  and  the  separation  of 
the  sexes  during  the  entire  time  of  their  stay  in  the  House,  are  looked 
upon  as  wise  and  beneficial  measures.  The  former  certainly  is,  as  prevent- 
ing plots  or  evil  communications,  and  might  be  wisely  introduced  in  our 
boarding-schools.  The  latter  has  been  the  result  of  careful  study  of  the 
subject,  and  is  doubtless  a  just  conclusion.  But  it  would  seem  that  the 
mutual  good  influences  resulting  from  the  meeting  of  the  sexes  in  society, 
might  be  provided  for  in  these  schools  also,  by  appomting  lady  teachers 
and  judicious  matrons  among  the  boys,  whenever  practicable,  and  male 
teachers,  of  undoubted  Christian  integrity,  for  the  gu*ls'  school-rooms. 

And  lastly,  good  nursing  and  attentive  care  of  the  sick,  the  strengthen- 
ing of  weak  and  enfeebled  constitutions  by  the  regularity  and  healthful 
habits  of  the  inmates,  are  found  to  be  worthy  of  classification  as  reforma- 
tory powers.  This  needs  no  demonstration.  The  strongest  moral  and 
spiritual  impressions  are  often  made  in  sickness,  and  disinterested  care  and 
kindness  are  appreciated.  Sometimes  too,  a  feeble,  suffering  child  is  mor- 
bidly unruly  and  vicious,  and  discovers  quite  a  different  nature  on  restoration 
to  health.  Yet  these  institutions  are  not  hospitals,  and  children  thoroughly 
diseased  or  requiring  special  treatment  for  long-continued  disorders,  should 
not  be  retained.  For  the  application  of  these  principles  to  the  end  de- 
sired, there  are  in  this  country,  as  in  Europe,  the  congregated  and  family 
systems.  A  congregated  school,  if  carefully  classified  and  abundantly  sup- 
plied with,  officers,  must  approach,  practically,  very  near  the  family  one, 
while  a  large  family  would  resemble  one  division  of  the  congregated  insti- 
tution. If  the  question  be  the  comparative  efficiency  of  a  system  which 
gathers  the  chiliken  into  crowds  of  hundreds,  governs  them  in  masses  by 
fixed  regulations,  and  trains  them  by  overseers,  and  one  which  divides 
them  into  small  companies,  placing  each  under  the  constant  and  affection- 
ate care  of  parents,  elder  brothers  and  sisters,  so  far  as  position,  age  and 
tenderness  can  assume  those  relations,  and  seeking  constantly  to  act 
upon  individuals,  not  masses,  no  one  can  hesitate  as  to  the  answer.  If 
punishment  and  restraint  merely,  be  proposed,  strong  walld  and  few  offi- 
cers will  do.  But  the  work  is  reformatioa  and  establishment  in  habits 
of  purity,  vurtue,  and  industry,  lookmg  to  a  higher  result  still,  that  of 
Divine  love  upon  the  heart.  No  series  of  formal  services  can  accomplish 
this.  The  work  must  be  individual.  Each  child  presents  a  distinct  pro- 
blem of  weakness,  perversity  and  ignorance,  and  must  be  addressed  as  its 
own  peculiar  necessities  require.  They  must  be  led  by  infinitely  varied 
ways  to  the  knowledge  which  maketh  "  wise  unto  salvation." 

The  New  York  and  Philadelphia  Houses  of  Refuge  are  einmples  of 


318  The  Mucaiwnal  3Io)Uhly.  [Octobo; 

the  congregated  system.  In  proportion  to  the  perfection  of  their  system 
of  classification,  will  be  the  reasonable  hope  of  success.  It  is  at  present 
far  from  what  it  should  be,  as  we  have  shown  in  speakmg  of  classification. 
They  do  not  suflBcieutly  provide  for  personal  approaches  to  the  childrea 
Their  officers  are  too  few,  and  find  it  sometimes  too  difficult  to  learn  even 
the  names  of  their  charges.  Reformation  must  be  from  its  very  nature,  a 
work  of  close  individual  culture,  and  just  so  far  as  we  assunilate  institu- 
tions to  the  warmth,  nearness,  and  limit  of  families,  we  increase  the  pro- 
babilities of  success  in  it.  Yet  congregated  institutions,  with  careful 
classification,  are  and  may  be  productive  of  good  results.  Even  in  their 
present  state  they  are  so,  but  there  must  be  a  great  waste  of  moral  forces 
and  energies  to  overcome  the  evils  resulting  from  crowded  divisions,  and 
still  leave  a  balance  upon  the  right  side. 


PALAFITTES,  OR  LACUSTRIAN  HABITATIONS    OP   THE 
LAKE   OF  NEUCHATEL 

II. — ^The  Bronze  Age. 

THE  differences  between  the  palafittes  of  the  stone  age  and  those  of 
the  bronze  are  very  marked.  The  latter  are  larger,  more  numerous, 
and  at  a  much  greater  distance  from  the  shore.  Tlie  piles  are  smaller, 
seldom  more  than  six  inches  in  diameter,  and  project  one  or  two  feet  above 
the  bottom.  They  are  simply  sunk  into  the  ground,  and  can  easily  be 
withdrawn  if  not  too  much  decomposed.  They  occur  in  great  numbers, 
and  in  rows  trending  toward  the  shore,  which  leads  to  the  belief  that  they 
were  not  artificial  islands,  like  the  Steinbergs,  but  the  bases  of  lacustrian 
constructions  joined  to  the  shore  by  bridges. 

Between  these  piles  occur  accumulations  of  the  ntensila  and  pottery 
characterizing  this  ago.  The  latter,  though  still  prepared  by  hand,  and 
baked  in  the  open  air,  is  much  more  regular  in  outUne,  and  distinguished 
by  a  greater  variety  of  patterns  than  that  of  the  previous  age.  The  paste 
of  the  larger  vessels  contains  siliceous  pebbles,  but  that  of  the  smaller 
ones  is  homogeneous.  The  latter  are  frequently  coated  with  a  glaze  of 
graphite.  On  many  vessels  there  occur  simple  designs,  snch  as  parallel 
lines  or  triangles,  traced  with  some  pointed  tool.  The  vases  of  moderate 
size  have  usually  a  conical  base,  and  must  have  been  supported  either  by 
earthen  rings  or  by  insertion  into  cavities  in  the  ground.  Porringers  are 
often  found,  and  sometunes  sieve-like  vessels,  which  M.  Desor  supposes 
were  employed  in  the  manufacture  of  cheese.  From  one  vessel,  M.  Desor 
obtained  apples,  cherries,  wild  plums,  and  a  quantity  of  hazel  nutai 
Spindle  whirls,  made  of  baked  earth,  are  quite  common. 


1861]  PdqfiUes.  819 

The  metallic  ntensils  found  in  Lake  Neuchatel  are  usually  well  pre- 
served. Many  hatchets,  weighing  from  three  hundred  to  seven  hundred 
and  fifty  grammes,  bear  no  signs  of  use,  and  show  only  marks  of  hammer- 
ing by  which  the  edge  was  widened.  Instead  of  a  socket,  some  have  ears 
on  each  side,  curved  so  as  to  receive  a  forked  handle  ;  at  the  top  the  points 
are  bent  over  to  hold  a  rivet  passing  through  the  handle.  Occasionally  a 
hatchet  is  found  having  a  perfect  socket,  round  or  square.  Knives  are 
numerous,  usually  small,  but  always  elegantly  finished.  At  two  stations, 
reaping-hooks,  and  at  one  station  curiously  shaped  instruments,  resembling 
the  razors  of  the  iron  age,  were  found  in  considerable  numbers.  Chisels,  re- 
sembling those  now  used  by  carpenters,  are  of  frequent  occurrence.  There 
are  also  fish-hooks,  usually  small,  although  here  and  there  one  of  very 
large  size  is  found.     One  from  Gauderon  is  four  and  one-half  inches  long. 

Swords  are  rare.  The  first  was  discovered  nearly  forty  years  ago,  and 
was  deposited  in  the  museum  of  Neuchatel.  It  was  regarded  as  a  curi-. 
osity,  but  the  discovery  led  to  no  new  investigations.  This  weapon  is 
nearly  two  feet  long  ;  the  hilt  is  less  than  three  inches  long — much 
smaller  than  the  smallest  yet  found  in  India.  If  the  swords  were  not  sim- 
ply ornamental,  the  bearers  must  have  been  exceedingly  diminutive. 
Poniards,  too,  are  rare.  The  blades  were  fastened  to  the  hilt  by  riveted 
nails.  The  lance-points  are  skillfully  made,  and  measure  from  four  to  six 
inches.  Arrow-heads  are  not  numerous.  Those  found  are  barbed,  and  are 
from  one  to  two  inches  long. 

Ornaments  and  articles  of  luxury  are  as  common  as  arms  or  utensils. 
Hair-pins,  bracelets,  car-rings  and  pendants,  and  amulets,  testify  to  the 
prosperity  and  cultivation  of  the  tribes.  The  hahr-pins  are  always  orna- 
mented. Some  have  a  round  head,  open-worked,  with  circular  holes  into 
which  gems  or  studs  of  the  metal  in  relief  were  fitted.  Others  have  a  flat 
head  or  button,  while  others  have  several  buttons,  or  rather  enlargements 
of  the  stem.  Bracelets  are  of  every  variety,  from  the  simple*ring  to  the 
large  bracelet  covered  with  elegant  designs.  Some  are  made  of  twisted 
strands  of  bronze,  while  others  are  massive  cylinders,  probably  intended  as 
anklets.  The  ear-rmgs  are  variously-shaped — sometimes  triangular,  and 
made  of  a  thm  plate,  narrowing  toward  the  point  of  suspension.  Some 
of  these  are  covered  with  enamel,  the  composition  of  which  has  not  been 
precisely  ascertained.  The  amulets  are  usually  small,  triangular  metallic 
plates,  supposed  to  have  been  suspended  from  the  neck.  Crescents,  sup- 
ported upon  a  stem,  and  some  articles  composed  of  several  branches,  are 
supposed  to  have  had  a  similar  use. 

The  composition  of  the  bronzes  of  this  age  is  not  fixed.  The  propor- 
tion often  varies  from  four  to  twenty  per  centum,  according  as  the  people 
found  more  or  less  difficulty  in  procuring  that  metal.  Lead,  u:on,  and 
nickel  are  sometimes  found  in  the  alloy,  but  in  such  insignificant  quantities 


880  Uie  Educational  Mc/nOdy,  [October, 

that  they  can  be  considered  only  imparities  in  the  metal  Among  the 
palafittes  of  this  age  are  found  specimens  which  most  hare  been  wozked 
when  cold.  The  art  of  annealing  bronze  most,  therefore,  be  almost  as 
ancient  as  the  art  of  preparing  the  alloy  itself. 

Along  with  the  stones  for  grindiog  cereals,  common  to  this  and  the  pre- 
ceding age,  are  found  discoidal  stones,  four  oV  fire  inches  in  diameter, 
haviDg,  in  most  cases,  a  groove  on  the  circumference.  The  use  of  these  is 
undetenmned.  Some  regard  them  as  pullies — others  think  they  were 
weights  to  support  the  warp  in  weaving.  M.  Troyon  maintains  that  the 
discoids  were  used  in  games,  and  relies  upon  the  fact  that  in  Pinelli's  col- 
lection an  engraving  represents  a  man  holding  between  his  hands  a  similar 
disc,  on  whose  circumference  a  cord  was  wound  to  a^ist  in  throwing.  Thus 
far  these  stones  are  found  in  no  place  except  palafittes  of  the  bronze  age. 

The  arrangement  and  preservation  of  the  antiquities  within  the  pala- 
fittes is  of  value  in  deciding  the  character  and  uses  of  the  bnUdings.  The 
objects  have  not  been  thrown  carelessly  into  the  water,  nor  are  they  dis- 
tributed irregularly.  The  collections  occur  in  masses,  frequently  consist- 
ing only  of  articles  of  one  kind.  Some  have  asserted  that  these  remains 
were  hoarded  beneath  the  water.  Others  think  the  buildings  were  maga- 
zines for  utensils  and  provisions,  and  that  they  were  destroyed  by  fire,  as 
is  indicated  by  burned  beams,  and  by  traces  of  fire  upon  some  of  the  ves- 
sels. At  all  events  the  remains  found  in  the  palafittes  are  usually  new, 
and  few  show  any  signs  of  use.  The  hypothesis  of  destruction  by  fire  is 
strengthened  by  the  experience  of  investigators,  who  maintain  that  it  is 
useless  to  seek  for  valuable  antiquities  except  in  places  where  the  wood  is 
charred.  It  is  highly  improbable  that  these  consfructions  were  the  cmly 
habitations.  In  the  Canton  of  Zurich  there  have  been  discovered  what  are 
believed  to  be  genuine  dwellings  on  the  mainland.  These  contain  the  same 
characteristic  utensils  as  the  lacustrian  stations.  Mounds  of  erratic  stones 
are  of  frecjuent  occurrence  in  the  Canton  of  Neuchatel.  In  these  Dr. 
Clement  found  bracelets  and  reaping-hooks  like  those  of  the  palafittes. 
The  bronze  in  both  instances  is  of  the  same  composition.  All  these 
mounds  contain  many  objects  which  have  evidently  been  exposed  to  fire. 
M.  Qerlach  has  discovered  in  the  alluvion  of  the  Sionne,  in  Valais,  brace- 
lets of  the  age  of  bronze,  accompanied  by  calcined  bones,  which  would 
tend  to  prove  that  the  tribes  of  that  epoch  were  accustomed  to  bum  their 
dead,  and  might  serve  to  explain  the  rarity  of  human  remains. 

As  yet  nothing  has  been  discovered  respecting  the  religion  of  these  ante- 
historic  tribes.  No  idols  are  found,  although  the  so-called  lacustrian  cres- 
cents may  be  regarded  as  religious  emblems.  These  are  of  considerable 
size,  in  most  cases  measuring  eighteen  inches.  They  are  rudely  made,  the 
paste  is  coarse,  and  the  ornamental  designs  are  very  harsh.  It  is  sup- 
posed by  many  that  they  were  talismans,  hung  up  at  the  doors  of  dwell- 


1867.]       Tnsbrudion  cf  the  People  in  the  NineteerUh  Century.  881 

ings.  That  international  commerce  existed  daring  this  period  is  abun- 
dantly attested  by  the  presence  of  tin,  which  is  never  fonnd  in  Alpine 
countries.  What  the  people  could  offer  in  exchange  for  it  is  uncertain  ; 
nothing  resembling  a  coin  has  ever  been  found. 

M.  Desor  thus  sums  up  the  characteristics  of  the  age  in  Eastern  Switz- 
erland : 

1.  The  presence  of  metal  under  the  exclusive  form  of  cast  bronze, 
more  or  less  pure,  but  with  no  intentional  alloy  of  lead  or  zinc.  The 
seams  of  the  moulding  are  seen  on  most  of  the  objects.  The  cutting  in- 
struments only  have  undergone  hammering,  and  the  articles  of  dress  have 
sometimes  been  retouched  with  the  graver. 

2.  A  considerable  improvement  in  the  pottery,  notwithstanding  the 
absence  of  the  wheel.  The  finer  utensils  are  generally  conical,  and  pro- 
vided with  a  glass  of  graphite. 

3.  The  presence  of  rings  of  baked  earth  to  support  the  conical  ves- 
sels. 

4.  The  appearance  of  discoid  stones  and  lacustrian  crescents. 

5.  Spindle  whirls  of  baked  earth,  replacmg  the  stone  weights  of  the 
preceding  age. 

6.  The  greater  depth  of  the  palafittes,  and  hence  their  greater  dis- 
tance from  the  shore. 

7.  The  piles  are  sunk  in  the  ground,  and  to  this  end  are  always  hewed 
to  a  point ;  the  strokes  of  the  axe  are  still  easily  recognized. 


THE   INSTRUCTION    OF   THE    PEOPLE    IN   THE    NINE- 
TEENTH CENTURY. 

V. — Popular  Education  in  American  Schools — (Continued.) 

In  the  matter  of  instruction,  as  in  many  others,  the  main  question  is 
expense.  In  Europe,  the  short-sighted  economy  of  governments,  so  lavish 
for  their  armies,  is  the  chief,  if  not  the  sole,  obstacle  to  the  diffusion  of 
education.  We  can  easily  understand  that  in  the  United  States,  where 
working  men  receive  at  least  a  dollar  a  day,  so  many  millions  of  children 
cannot  be  instructed,  so  many  hundreds  of  thousands  of  teachers  paid, 
and  so  many  thousand  school-houses  annually  erected,  without  very  great 
sacrifices.  In  truth  no  expense  is  spared,  for  they  are  aware  no  invest- 
ment is  more  profitable.  Here  again  the  course  pursued  by  America  is 
precisely  the  opposite  of  the  European  plan.  In  Europe,  where  aristo- 
cratic ideas  prevaO,  a  system  has  been  organized  at  great  expense  to  furnish 
to  the  children  of  the  wealthier  classes  the  education  which  they  need, 
while  the  instruction  of  the  masses  has  been  left  to  the  zeal  of  the  clergy 


882  The  JEduccOioncd  Monthly.  [October, 

or  to  private  charity.  In  America,  where  democratic  principles  rule,  pro- 
vision has  first  been  made  for  the  instruction  of  the  people  at  the  pablic 
expense,  and  the  care  of  founding  the  mstitutions  demanded  by  the 
superior  culture  of  the  upper  classes  has  been  left  to  the  liberality  <^  pri- 
vate citizens.  On  this  side  of  the  Atlantic  the  State  has  paid  for  those 
who  were  able  to  pay  for  themselves  ;  on  the  other,  it  has  paid  for  those 
who  were  unable.  We  cannot  fail  to  award  the  preference  to  this  last 
system.  The  Americans  have  thoroughly  understood  it,  and  very  lai^ 
sums  have  been  voluntarily  bestowed  by  different  individuals  upon  the 
higher  institutions  of  learning.  They  have  nothing  of  that  exaggerated 
regard  for  hereditary  right  wliich  makes  a  man  thmk  that  he  wrongs  his 
heirs  by  bequeathmg  a  part  of  his  fortune  to  some  pubhc  charity.  They 
believe,  on  the  contrary,  that  it  is  right  to  devote  a  part  of  their  property 
to  promoting  the  progress  of  society.  As  in  ancient  times,  the  love  of 
country  is  strong  enough  to  overcome  the  selfishness  and  narrowness  of 
family  feeling.  Thanks  to  the  generosity  of  individuals,*  the  interests  of 
hberal  education  are  making  commendable  progress,  but  we  are  consider- 
ing here  the  cost  of  elementary  instruction  only. 

The  average  annual  expense  for  this  purpose  in  the  free  States  is  estima- 
ted at  $1.12  for  each  person.  Thus  Massachusetts,  with  1,231,066 
inhabitants,  expends  for  her  common  schools,  without  counting  the  cost 
of  building  and  repairing  school-houses,  $1,413,600  ;  New  York,  with  a 
population  of  3,880,000,  spends  $4,557,000,  or  $1.20  for  each  individual ; 
Ohio,  with  2,339,502  inhabitants,  $2,548,200  ;  Michigan,  with  749,113 
inhabitants,  $2,046,000  ;  Iliiuois,  with  a  population  of  1,711,951,  expend 
$2,046,000  ;  California,  with  379,994  inhabitants,  34,919  of  whom  are 
Chinese,  $465,000.  If  we  consider  the  cities  by  themselves,  the  results 
are  still  more  noteworthy  and  commendable.  Thus,  1861,  the  city  of 
New  York,  with  a  population  of  900,000,  devoted  to  her  public  schools 
$1,488,000,  or  about  $1.67  per  individual.  The  total  appropriation  of 
the  French  government  for  the  same  purpose  amounted  to  $1 ,202,300  in 
1863. 

When  th^  civil  war  broke  out,  when  the  sources  of  public  property 
threatened  to  fail  amid  the  din  of  arms  and  the  convulsions  of  that  fearful 

•  Without  speaking  of  well-known  institutions,  as  Girard's  College,  in  Philadelphia,  or  the  Smith- 
sonian Institute,  in  Washington,  we  might  mention  a  very  large  number  of  colleges,  seminaries,  and 
academies  of  every  grade  supported  in  large  measure  by  voluntary  contributions.  Within  forty  years 
the  University  of  Cambridge,  near  Boston,  has  received  donations  amounting  to  nearly  a  million  dol- 
lars. A  Mr.  Bussy,  for  example,  gave  over  ^150,000  to  the  Law  School,  and  Mr.  Phillips  a  hundred 
thousand  for  the  Observatory.  Witliin  a  comparatively  short  time,  a  Mr.  Putnam  has  given  $75,000 
to  endow  an  Academy  in  Newburyport ;  a  New  York  merchant  has  devoted  5400,000  to  found  a  Female 
College  at  Poughkeepsie,  on  the  Hudson  River,  and  an  inhabitant  of  Utica  has  offered  lialf  a  million 
dollars  to  establish  an  agricultural  school  in  that  city.  If  it  is  desired  to  found  a  new  professorships 
or  to  secure  the  services  of  some  distinguished  savant,  several  individuals  unite,  and  the  fund  is  sub- 
scribed, the  income  insured.  Even  the  common  people  arc  interested  in  the  progress  of  sdenoe :  an 
Observatory  has  been  built  by  means  of  penny  sul>saiptions. 


186T.]       Instruction  of  the  People  in  the  nineteenth  Century,  383 

straggle  for  national  existence,  in  spite  of  the  enormous  increase  of  expenses 
occasioned  by  the  enrolment  of  forty  regiments  of  soldiers,  whose  families 
were  supported  in  many  cases  at  the  public  cost,  at  the  very  time  when 
the  rebellious  States  took  possession  of  the  funds  devoted  to  mstruction, 
New  York  [city]  largely  increased  her  appropriation  for  public  schools. 
Mr.  Randall,  superintendent  of  public  instruction  in  New  York,  could  say 
with  just  pride  recalling  these  figures  :  "  We  may  be  proud  of  the  sacri- 
fices which  we  iiave  made  in  behalf  of  our  schools,  especially  under 
existing  circumstances.  What  other  nation,  compelled  to  exert  all  its 
strength  to  defend  its  most  sacred  rights  and  its  very  existence,  and  to 
impose  the  heaviest  taxes  to  mamtain  in  the  field  a  large  army  composed 
of  all  ranks  in  society, — what  other  nation  has  appropriated  to  educational 
purposes  so  large  an  amount  of  money  amid  so  terrible  trials  ?  And  what 
motive  has  induced  as  to  make  these  sacrifices,  but  the  conviction  that  the 
diffusion  of  intelligence  is  indispensable  to  the  maintenance  of  free  institu- 
tions, and  that  the  education  of  all  is  the  fundamental  principle  of  that 
glorious  constitution  which  the  heroes  of  the  revolution  bequeathed  to  us  ? 
The  people  have  understood  that  the  surest  way  of  securing  the  ultimate 
triumph  of  the  cause  to  which  they  have  pledged  themselves  with  unani- 
mous resolution  and  heroic  courage,  was  to  extend  education  still  more 
widely,  and  to  labor  earnestly  for  its  advancement."  Brave  words,  noble 
confidence  in  the  power  of  truth  I  The  sword  was  not  sufficient  to  subdue 
the  slaveholders'  rebellion,  the  book  was  needed  ;  more  than  force  must 
be  employed  :  intelligence  must  be  diffused,  to  eradicate  iniquity  from  the 
land. 

The  money  provided  for  public  instruction  comes  from  several  different 
sources.  There  is,  first,  the  school  fund.  The  Americans  have  preserved 
that  ancient  tradition  which  considers  a  public  charity,  as  an  individual, 
needing  for  its  maintenance  an  endowment,  the  income  of  which  is  expend- 
ed for  its  support.  Those  benevolent  institutions  in  Europe,  hospitals  and 
charitable  boards,  which  date  back  to  the  middle  ages,  are  generally 
maintained  in  this  manner  ;  thus  also  the  established  churches  were  for- 
merly supported,  and  are  still  supported  in  those  countries  in  which  they 
yet  exist.  In  America,  instead  of  establishing  a  fund  for  the  relief  of  the 
poor,  a  certain  appropriation  is  made  for  the  promotion  of  education, 
which  prevents  pauperism.  A  professorship  is  endowed  in  a  college, 
rather  than  a  bed  in  a  hospital,  and  more  bequests  are  made  for  the  ad- 
vancement of  knowledge  than  for  the  distribution  of  alms. 

The  funds  are  furnished  by  an  original  endowment  of  the  State,  or  by 
the  sale  of  public  lands.  Congress,  lading  aside  in  this  matter  its  habits 
of  economy,  has  decided  that  one  thirty-sixth  of  the  lands  shall  be  devoted 
to  the  school  fund.  In  the  Western  States,  where  the  surveyor  can  trace 
In  the  unbroken  prairie  those  lines  at  right  angles  so  dear  to  the  logical 


884  The  EducaJtimd  Monthly.  [October, 

mind  of  tbe  American,  the  township  forms  a  sqnare,  thirty-six  English 
miles  in  extent.  This  square  is  subdivided  into  thirty-six  lots,  of  a  mile 
each,  and  the  central  one,  called  the  school  section,  is  reserved  to  meet  the 
expenses  of  education.  As  the  population  becomes  more  numerooa,  the 
lands  increase  in  value.  They  are  sold  in  their  turn,*  and  the  price  re- 
ceived, often  increased  by  the  accumulation  of  interest,  constitutes  the 
school  fund,  which  is,  in  course  of  time,  still  further  augmented  by  dona- 
tions, bequests,  and  endowments.  Some  statistics  will  give  an  idea  of 
the  value  of  this  fund  in  the  different  States  in  1863.  In  Massachusetts, 
it  amounted  to  $1,580,000  ;  in  New  York,  to  $2,800,000  ;  in  Ohio,  to 
$2,800,000  ;  in  Michigan  to  $930,000  ;  in  Indiana,  a  state  more  recently 
settled,  which  has  been  able  to  profit  largely  by  the  sale  of  the  public 
lands,  to  $t,250,000  ;  in  Illinois,  to  $5,000,000  ;  in  Wisconsin,  to  $2,230,- 
000,  not  including  the  value  of  lands  yet  remaining  unsdd  ;  in  California, 
to  6,622,200  acres  of  land. 

The  second  source  of  school  income  is  the  appropriation  made  by  all  the 
States.  The  towns,  on  their  part,  are  obliged  to  raise  either  an  equal  sum 
or  one  specified  by  law  ;  but  most  of  them  far  exceed  the  required  amount. 
Thus  in  Massachusetts,  to  receive  a  part  of  the  income  of  the  school-fund, 
the  towns  must  obtain  by  taxation  the  amount  of  a  dollar  and  a  half  for 
every  child  of  school  age,  that  is  from  five  to  fifteen  years.  No  town  has 
fallen  below  the  specified  sum,  and  all  but  thirty-nine  have  raised  two  or 
three  times  as  much  as  the  requh-ed  appropriation.  Every  State  exerts 
itself  to  find  means  for  the  promotion  of  this  important  object.  Thus  in 
one  we  find  a  bank-tax  specially  appropriated  to  schools  ;  in  another,  a  tax 
upon  rail  roads  ;  but  the  chief  source  of  income  is  a  durect  tax  upon  pro- 
perty, levied  by  the  ordinary  collectors  at  the  same  tune  as  the  other  taxes. 
The  voters  of  the  township  themselves,  assembled  in  a  general  yearly 
meeting,  decide  what  amount  they  will  raise,  and  it  is  a  fact  worthy  of 
commendation  that  the  tax-payers  rarely  think  it  too  large.  The  more  in- 
telligent a  nation  is,  the  better  it  appreciates  the  advantages  of  education, 
and  the  more  cheerfully  it  submits  to  the  requisite  sacrifices.  An  ignorant 
community  will  always  think  that  the  money  spent  for  its  instruction  is  a 
superfluous  expense,  and  it  is  probable  that  in  a  village  where  no  one  could 
read  or  write,  there  would  not  be  found  a  majority  to  vote  the  salary  of  a 
schoolmaster.  Every  one  feels  the  wants  of  the  body,  but  all  do  not  ex- 
perience those  of  the  mind,  because  some  cultivation  is  needed  even  to 
perceive  one's  deficiencies.    Therefore  the  authority  of  government  most 

*  Unfortunately  these  sales  sometimes  take  place  under  unfavorable  circumstances.  Would  it  not 
be  desirable  that  all  the  lands  should  not  be  alienated  ?  The  example  of  European  endowments  shows 
how  the  value  of  land  increases,  and  this  advance  would  be  a  hundred  times  more  rapid  in  America. 
If  our  hospitals  originally  received  their  capital  in  money,  their  income  would  be  hardly  anything  at 
the  present  time,  and  if  the  schools  of  America  retained  a  part  of  theirs  in  land,  it  wou)d  triple  itself 
every  ten  years  at  first,  every  twenty  years  subsequently. 


1861]      Indrudion  (f(be  Peopk  in  the  Mndeenih  Century.  885 

give  the  first  impalse  to  edacation  in  coantries  where  the  majoritj  are 
Ignorant.  For  want  of  sach  an  impalse,  the  people  would  continue  to 
lire  in  ignorance  as  in  their  natural  element. 

If  now  we  consider  the  sTstem  of  education  in  the  United  States  as  a 
whole,  we  shall  be  impressed  with  its  difference  from  the  methods  which 
preraQ  in  Europe.  Instead  of  masters  grown  old  in  the  serrice,  young 
girls  from  eighteen  to  twenty-five  years  almost  everywhere, — the  corps  of 
teachers  renewed  on  an  average  every  five  years, — instead  of  separate 
schools  for  the  sexes,  boys  and  girls  together  in  the  same  classes, — no 
priestly  influence,  no  action  of  the  central  government ; — as  motive  powers, 
only  free  discussion  and  the  authority  of  public  opinion, — the  appropria- 
tions for  education  specially,  directly,  and  freely  voted  by  the  very  men 
who  are  to  bear  the  burden  of  taxation, — the  higher  institutions  of  learn- 
ing left  to  individual  enterprise,  elementary  education,  on  the  contrary, 
liberally  provided  for  by  the  community, — ^religious  instruction  systema- 
tically excluded  from  the  school, — these  are  the  characteristics  which 
distinguish  the  American  system,  and  which  are  precisely  the  reverse  of 
our  educational  institutions.  Is  there  a  country  in  Europe  which  could 
adopt  this  system  with  advantage  ?  I  doubt  it ;  for  schools  would  be- 
come entirely  disorganized  under  this  incessant  change  of  teachers,  if  all 
the  citizens  did  not  appreciate  theur  importance.  But  if  the  methods  could 
not  profitably  be  copied,  the  principle  which  lies  at  the  foundation  of  all 
is  worthy  of  universal  adoption.  From  their  origin  the  States  of-  New 
England  have  considered  the  education  of  the  people,  as  M.  Dumy*^  rightly 
insists,  as  a  great  public  duty,  as  a  debt  due  from  the  community  to  all  its 
members.  To  instruct,  to  enlighten,  has  been  the  chief  duty  of  govern- 
ment and  its  chief  cause  of  expense.  While  other  governments  have 
lavished  the  millions  obtained  by  taxation  to  create  powerful  fleets,  ihain- 
tain  numerous  armies  or  embellish  capitals,  they  have  reserved  their  money 
to  build  school-houses  and  pay  teachers. 

Centralization  of  power  is  everywhere  opposed,  and  that  form  of  ad- 
ministration termed  self-government  is  continually  demanded.  "^  In  many 
countries  doubtless,  and  especially  in  France,  it  is  time  to  loosen  the  too 
narrow  trammels  which  restrain  the  voluntary  action  of  the  people  and 
make  then:  movements  dependent  npon  the  single  will  of  the  sovereign  ;  but 
let  it  be  clearly  understood,  decentralization  will  produce  great  results  and 
will  lead  to  liberty,  as  the  example  of  America  shows,  only  when  educa- 
tion shall  be  widely  diffused,  even  to  the  lowest  ranks  of  society.  For- 
merly, war  and  conquest  were  the  chief  objects  of  the  State,  because  they 
secured  wealth  and  glory  to  the  sovereign  and  nobles,  who  were  of  su- 
preme importance.  Now  the  chief  object  of  the  State  is,  or  should  be,  to 
secure  to  all  its  citizens  the  full  and  free  development  of  their  faculties. 

*  MuuBtcr  of  Public  InstrocUon  in  Fnzice 


886  The  Educational  Monthly.  [October, 

The  only  means  of  securing  this  desideratum,  together  with  freedom  from 
all  tutelage,  is  to  found  numerous  scliools  and  provide  a  thorough,  attrac- 
tive course  of  study,  which  shall  be  complete  in  its  sphere.  The  United 
States  have  understood  this  more  readily  and  clearly  than  any  other  na- 
tion. The  Federal  government,  the  States,  the  towns,  and  private  citizens 
rival  each  other  in  zeal  to  advance  the  interests  of  education,  and  they 
shrink  from  no  sacrifices.  Hardly  is  a  State  founded,  as  Kansas  or  Ore- 
gon, hardly  is  a  territory  organized,  as  Dakota  or  Nebraska,  before 
aiTangcments  are  made  to  multiply  schools  as  fast  as  the  population  shall 
increase.  The  instruction  of  the  people  is  a  national  work,  in  which  every 
one  aids,  in  which  all  are  interested.  This  is  the  noble  example  presented 
to  us  by  the  American  Union,  which  ought  to  awaken  more  and  more  the 
emulation  of  Europe. 


THE    SCEPTER   OF   KING   SOLOMON. 

"  Ferulaque  triMtet,  tceptra  padagogonan 
CuunU'—iUAKT.  Epigk.  x.  62.) 

IN  the  Jewish,  Arabian  and  Persian  legends,  much  is  said  of  the  wonde^ 
ful  throne  of  King  Solomon,  or  Suleiman,  as  the  Arabians  call  him. 

I  wish  to  say  a  few  words  about  the  scepter  of  the  same  king,  understanding 
by  the  word,  the  pedagogical  scepter,  the  rod.  I  use  the  word  scepter  in 
the  sense  of  rod,  because  in  the  Hebrew  as  well  as  in  the  Greek  language, 
rod  and  scepter  are  represented  by  the  same  word,  and  because  the  two 
have^  in  more  senses  than  one,  an  affinity  for  each  other. 

According  to  an  article  in  the  June  number  of  the  Monthly,  the  word 
rod,  when  used  by  Solomon,  is  to  be  taken  in  a  purely  figurative  sense. 
From  Philo  down  to  our  own  times,  there  have  been  those  who  have 
explained  the  Bible  in  an  allegorical  way ;  while  even  those,  who  insist  that 
every  word  is  to  be  taken  literally,  must  admit  that  the  language  of  the 
Bible  is  often  highly  poetical,  that  is  to  say,  metaphorical.  We  find,  for 
example,  the  word  rod  unquestionably  used  in  a  figurative  sense  in  Isaiah 
xi.  4  :  And  he  shall  smite  the  earth  with  the  rod  of  his  mouth.  Accord- 
ingly, as  Hamlet  says,  "  I  will  speak  daggers,  but  use  none,"  so  we  might 
say  that  Solomon  will  only  speak  rods,  but  use  none.  But  let  us  first  con- 
sider this  scepter  of  Solomon.  Was  it  a  mild  scepter  f  merely  a  symbol  of 
power  f  Was  it  a  real  golden  scepter  without  any  alloy  of  iron  ?  Did  he, 
like  that  other  descendant  of  Jesse,  smite  his  subjects  only  "  with  the  rod 
of  his  mouth  V  Was  it  only  figuratively  that  Adonia,  Joab,  and  Simei 
were  slain?  (1  Kings  ii.  25,  34,  46.)  Did  that  grievous  yoke,  of  which 
the  people  so  bitterly  complained,  exist  only  in  allegory  ?  (ibid  xii.  4)  and 


1867.]  The  Scepter  of  King  Solomon.  381 

is  that  too  to  be  taken  allegorically,  when  his  son  says,  My  father  has  cha&. 
Used  you  with  whips  f  (ibid  ys.  61.)  It  seems  not;  and  if  we  most 
admit  that  the  scepter  of  Sang  Solomon  was  sometimes,  at  least,  an  iron 
scepter ;  that  in  spite  of  his  name  (which  is  of  the  same  root  as  the  Hebrew 
word  for  peace),  he  made  use  of  the  sword  ;  we  must  also  admit  that  in 
the  rules  for  education — itself  a  kmd  of  reigning — Solomon  would  unhesi- 
tatingly employ  the  rod  in  the  literal  sense  of  the  word.  We  must  admit 
that  he  means  a  real  rod  and  a  real  punishment  when  he  says  (Prov.  xxiii, 
14),  Thou  heaiest  him  with  the  rod,  hut  thou  delivered  his  soul  fnmi  the 
Sheol  (perdition)  ;  or  (xix.  18),  Chasten  thy  son  while  there  is  stUl  hope, 
and  do  not  take  to  heart  his  crying ;  which  may  and  has  been  explained, 
"  Chasten  thy  son  while  there  is  still  hope  (to  correct  him),  but  do  not 
wish  to  kill  hhn.''  Besides,  in  order  successfully  to  iurestigate  the  ^rue 
spirit  of  the  book  of  Proverbs,  it  must  be  studied  in  connection  with  the 
other  books  of  the  Bible.  If  we  refer  to  the  five  books  of  Moses, 
we  shall  there  find  on  every  page  mention  made  of  corporal  punish- 
ments, and  even  of  the  penalty  of  death  in  various  forms.  Esj^ecially 
with  regard  to  education,  we  find  (Deut.  xxi.  18)  that  a  stubborn  and 
rebellious  son  was  to  be  "  stoned  with  stones '^ — ^an  expression  that  certamly 
can  not  be  taken  figuratively. 

As  a  proof  that  the  old  Hebrews  did  not  educate  their  children  by 
words  merely,  we  adduce  as  witness  a  single  letter,  the  Greek  Lambda, 
This  Lambda  is  nothing  else  than  the  Hebrew  and  Phoenician  letter 
Lamed,  so  called  because  its  figure  resembled  that  of  a  goad  used  in  driving 
cattle.  From  the  same  root  as  Lamed  are  derived  the  Hebrew  words  for 
exercise,  accustom,  learn,  teach,  etc.;  and  hence  in  Isaiah  xxLx.  13,  where 
the  word  is  employed  in  the  Hebrew  text,  the  meaning  seems  to  be  "  Their 
fear  toward  me  is  a  precept  of  men  inculcated  by  force."  Another  proof 
that  the  old  Hebrews  did  at  times  actually  chastise  their  children,  may  be 
found  in  the  passage,  As  a  man  chasteneth  his  son,  so  the  Lord  thy  Ood 
chasteneth  thee  (Deut.  viii.  5).  According  to  this  and  another  passage 
(Psalms  cxix.  11),  pain  and  suffering  are  not  to  be  considered  as  evils  but 
visitations,*  and  the  parallel  drawn  between  divme  and  paternal  castiga- 
tion,  shows  that  in  like  manner  corporal  punishment  of  a  child  is  certainly 
not  to  be  considered  as  cruelty,  as  is  asserted  in  the  article  mentioned. 
The  word  used  in  the  original  of  all  these  passages  to  express  chasten, 
chastise,  chastisement,  etc.  {jassar,  m  Hebrew),  has  various  significations. 
Where,  for  instance,  the  translation  uses  the  word  chastise,  as  in  the  above 
mentioned  passages,  or  reprove  (Prov.  ix.  1),  or  instruct  (Job  iv.  9, 
Psahns  xvi.  1,  Isaiah  viii.  11),  or  teach  (Prov.  xxxi.  1),  the  Hebrew  word 

•  It  is  highly  characterUtic  that  at  a  later  period  (see  Buxtorf  Lex.,  p.  965X  ^^  «*»»^  ^^^rd  for 
bodily  pain  (yisntn'm)  means  properly  chastisement,  which  implies  that  all  pains  and  snfferings  ai« 
tent  as  corrections  by  God. 


888  The  Educational  ManOJy.  [October, 

is  always  the  same  {jassar).  An  analogy  to  this  we  find  (as  Geserins 
remarks  in  his  Thesauros,  p.  604),  in  th$  German  Ziehen,  to  breed,  to  cal> 
tivate ;  erziehen,  to  bring  np,  to  educate ;  zucht,  discipline,  correction ;  and 
r&chHgenf  to  chastise,  to  sconrge.  All  these  words  have  the  same  root, 
only  that  zUchtigerif  as  harder  in  itself,  is  a  stronger  term  than  zidien. 
These  examples  sufficiently  attest,  that  among  the  Hebrews  as  well  as 
among  the  Teutonic  nations,  the  idea  of  education  is  more  or  less  connected 
with  that  of  chastisement. 

Had  the  origmal  text  of  the  above  mentioned  passages  in  proverbs  em- 
ployed merely  the  usual  word  for  castigation  (jassar),  there  might  be  some 
room  for  doubt  as  to  the  true  meaning.  But  the  author  of  the  book  uses 
the  word  for  rod  (Schebeth),  and  that  he  means  a  real  rod,  may  be  judged 
of  from  the  fact  that,  in  speaking  of  children,  he  always  uses  the  same 
word,  while  hi  speaking  of  a  horse  (Pro v.  xxvi.  3),  he  uses  the  word  for 
whip  or  scourge  (Hebrew,  Schoiy  which,  by  the  way,  still  exists  in  the 
Spanish  word  azotes  whip,  formed  from  the  Arabic  Saui  and  the  article). 

The  author  of  the  article  in  review  may  be  right,  however,  when  he 
says  that  the  application  of  the  rod  ought,  according  to  Proverbs,  to  be 
restricted  within  narrow  limits.  It  is  said  distinctly,  Fodishneas  is  bound 
in  the  heart  of  the  child,  the  rod  of  correction  shaU  remove  it  from  him 
(Prov.  xxii.  15).  The  rod  is  only  for  the  fool,  and  a  fool  (kesUJ  m  the 
Old  Testament,  means  a  person  who  deviates  from  the  right  path.  Thus 
an  old  French  Bible  transktes,  "  I  erred  not  from  thy  precepts"  (Psahns 
cxix.  10),  by  "  <fe  fes  commandemanz  non  fdiaiP  A  wicked  person  is  a 
foolish  one,  an  idea,  which  by  the  way,  is  also  expressed  m  the  Greek  arri 
(Horn.  II.  vi.,  356).  The  rod  is  to  be  employed  only  in  case  of  the  fool, 
or,  what  is  nearly  the  same,  the  serf,  that  is  one  who  is  a  slave  to  his  pas- 
sions, a  brutish  person,  or  in  case  of  those  who  will  not  be  corrected  by 
words  (Prov.  xxix.  19).  But  for  one  who  is  not  a  fool,  words  are  to  be 
used.  A  reproof  enters  more  into  one  who  is  sensible  (mdnnj  than  a 
hundred  stripes  into  a  fool  (Prov.  xviL  10)  :  and,  the  words  of  wise  men 
are  as  goads  (Eccl.  xii.  11),  which,  as  in  Eccl.  ix.  17,  certamly  means  that 
the  wise  man,  one  who  knows  how  to  train  a  child  according  to  his  dispo- 
sition and  turn  of  mmd  (Prov.  xxii.  6),  will  use  words  which  will  have  the 
same  or  even  a  better  effect  than  the  rod  in  the  hands  of  others. 

We  may  therefore  say  that  the  rod  is  to  be  used  as  "  ultima  raiio,^  when 
there  is  no  other  means  of  correction.  If,  however,  we  want  a  figurative 
passage,  we  might  perhaps  find  it  in  the  story  of  Moses  (Numb.  xx.  12, 24, 
xxxii.  14),  who  was  punished  for  having  smitten  the  rock  with  the  rod 
instead  of  speaking  to  it,  which  would  have  -been  an  example  of  forbear- 
ance and  patience.  This  rod,  according  to  an  oriental  legend,  was  taken 
from  a  tree  m  Paradise,  and  was  not  to  be  used  to  strike  with. 

Every  one  knows  what  Cervantes  has  said  concemiii^  translations^  and 


1867].  The  Scepier  of  King  Sermon.  889 

what  the  Italians  in  a  shorter  way  express  by  their  "  Traduttore  Traditore/' 
Howsoerer  correct  a  translation  may  be,  still  an  insight  into  the  original 
will  give  a  better  understanding.  There  is  no  translation  withont  also  some 
dislocation  of  the  original  sense,  in  the  case  of  entire  sentences  as  well  as 
in  single  words. 

The  modem  languages  express  scepter  and  rod  by  two  different  words. 
The  Hebrew  Schebethf  however,  and  the  Greek  Skeptron  (allied  to  Schebeth, 
and  the  Latin  Scipio)^  signify  in  the  primary  sense  a  rod,  in  the 
secondary,  a  scepter.  This  at  once  shows  us  the  difference  between  olden 
and  modem  times.  We  talk  much  and  write  still  more  ;  we  use  words  and 
words  only  ;  the  ancients  did  not  talk  so  much  and  wrote  even  less  ;  but 
they  had  another  language,  that  of  symbols.  We  read  of  the  coronation 
of  the  Austrian  emperor  as  king  of  Hungary,  and  all  those  ceremonies 
appear  to  us  a  vain  and  idle  show ;  but  in  former  times  those  symbols  bore 
an  obvious  and  striking  unport.  And  thus  we  find  throughout  all 
antiquity  the  rod  an  eloquent  symbol,  a  necessary  attribute.  Shepherds 
bore  a  rod  (Psalms  xxiii.  4,  Micah  vii.  14),  so  also  kings,  the  shepherds 
of  nations — notfiive^  Xadov — as  Homer  calls  them,  and  it  is  certainly 
characteristic  that  the  Romans  of  old  used  a  spear  mstead  of  a  scepter. 
The  same  seems  also  to  have  been  a  custom  of  Saul's  (1  Sam.  xviiL  10, 
xxii.  6).  From  this  use  of  the  rod,  originated  in  all  likelihood  the  crozier, 
the  pastoral  staff  of  the  bishop. 

The  different  Latin  words  Bacatus^  lituus^  pedum,  Tirgaj  and  the 
Greek  pafiSoVy  fiaHXpoVy  isxr^nrpovy  and  theur  compounds,  show 
that  nearly  every  occupation  had  a  certain  rod  as  a  distinguishing  mark.  As 
in  many  other  instances  where  the  words  are  still  in  use  while  the  thing  itself 
is  obsolete,  the  German  language  has  retained  the  expressions  Zduberstab, 
magic  wand ;  BeUdstab,  an  den  Bettdstdb  bringenj  to  reduce  to  beggary  ; 
Heroldstabf  herald's  staff ;  den  Wanderstab  a^greifen,  to  take  the  staff  for 
wandering  ;  and,  den  Stab  vber  Etwas  Irechen,  to  break  the  staff  at  some- 
thing, an  expression  of  utter  condemnation,  originating  in  the  custom  of 
breaking  a  staff  when  sentence  of  death  was  pronounced.  Suppose  now 
that  the  pedagogue,  too,  had  a  staff  in  his  hand,  as  indeed  the  Septuaginta 
translates  the  passage  (Judges  v.  14),  not  "  with  the  pen  of  the  writer," 
but  "with  the  rod  of  the  scribe"  {pd/3Sco  ypa/iparicoS — dnj-yriaeao^ 
seems  to  be  a  later  emendation),  he  certainly  must  have  used  it  sometimes, 
or  else  it  would  have  been  a  mere  sign  without  signification,  and  there  is 
nothing  more  ridiculous  than  the  symbol  of  power  without  the  power  itself. 

It  is  not  my  intention  to  speak  about  corporal  punishment ;  that  is  an 
independent  subject.  My  purpose  is  merely  to  show  that  the  author  of  the 
Proverbs  speaks  no<  in  a  figurative  sense,  and  that  just  as  we  find  corporal 
punishment  in  the  laws  of  Menu  and  among  other  nations  of  old,  so  the  old 
Hebrews  did  not  abhor  an  occasional  chastisement.    Be^des,  we  must  not 


890  The  Educational  Monthly.  [October, 

forget  that  in  those  times  it  was  only  in  exceptional  cases  that  we  find  a 
man  devoting  himself  to  the  life  of  a  petlagogue,  and  have  a  special  word 
for  that  occupation  (as  Numbers  xi.  12,  Jer.  xl.  23,  2  Kings  x.  15). 
Generally  it  was  the  father — ^this  "  incorruptissimus  custoSf"  as  Horace 
calls  his  own  father  (Sat.  I.,  6,  81) — who  had  the  charge  of  the  child,  and 
it  is  to  the  father  that  Solomon  addresses  his  words.  Solomon,  as  a  wise 
man,  knew  that  a  father  would  not  readily  go  too  far  in  whipping  his  child, 
and  that  he  rather  needs  an  admonition  not  to  spare  him,  than  an  exhorta- 
tion not  to  whip  too  hard. 

In  conclusion,  I  cannot  refrain  from  another  remark.  There  is,  perhaps, 
no  other  country  where  we  find  so  many  biblical  reminiscences,  especially 
of  the  Old  Testament,  as  in  America.  In  no  other  country  do  there  exist 
80  many  biblical  names  derived  from  the  Old  Testament,  and  no  other 
literature  abounds  in  so  many  biblical  expressions  and  allusions.  People  in 
this  country  are  indeed  what  the  Germans  call  "  hibd/est,^  and  the  above 
mentioned  article  is  an  instance  of  this.  One  may  read  the  whole  of 
Locke's  *'  Thoughts  concerning  Education,"  or  of  Rousseau's  "  Emilc,'' 
or  the  book  "  DeW  Educazione^^^  of  the  renowned  Italian  author  Tom- 
maseo,  or  any  of  the  German  books  on  education,  without  finding  a  single 
biblical  passage  quoted.  But  as  the  old  Hebrews  certainly  did  much  in 
the  cause  of  education,  since  the  mstruction  of  the  children  forms  part  of 
the  law,  and  as  a  pedagogical  idea  pervades  the  whole  of  the  Bible,  this 
book  may,  in  some  parts,  be  considered  a  kind  of  pcedagogopcedie,  in- 
structing us  how  to  educate.  We  must  take  care,  however,  always  to 
elicit  the  right  meaning,  and  to  find  in  those  passages  nothing  but  what  is 
really  contained  in  them,  else  we  risk  being  reckoned  among  those  con- 
cerning whom  GOthe  says — 

'*  Legt  ihrM  tUehl  out,  «o  Ugt  ihr*a  unter,** 


Industrial  Education. — No  boy  should  bo  allowed  to  grow  up  to  man- 
hood, and  no  girl  to  womanhood,  without  havhig  become  skilled  in  some 
department  of  manual  labor.  No  matter  how  rich  of  poor,  no  matter  how 
learned  or  how  ignorant,  every  one  should  know  how  to  earn  a  subsistence 
by  bona  fide  hard  work.  Your  lawyer,  doctor,  clergyman,  heiress,  teacher, 
actress,  may  live  to  see  the  day  when  he  or  she  will  not  be  wanted  in  bis 
or  her  chosen  vocation,  yet  be  in  urgent  need  of  board  and  clothes.  Such 
cases  are  constantly  occurring.  Most  of  those  who  plead  for  something  to 
do,  know  not  how  to  do  anything  that  others  want.  "  I  am  willing  to  do 
anything,"  they  say ;  but  they  really  know  how  to  do  nothmg.  It  is  a 
enme  to  rear  a  child  to  such  helplessness,  though  he  were  to  inherit  the 
wealth  of  Croesus. 


186t.]  OramnuUicd  Notes.  891 

GRAMMATICAL  NOTES, 
in. — Tee  Tossessive  Cask  op  Nouns. 

THERE  is,  to  say  the  least,  much  want  of  simplicity  in  English  Gram- 
mars, in  stating  how  the  possessive  case  of  nouns  should  be  written. 
We  are  told,  perhaps,  1st,  '^  The  possessive  singular  is  formed  by  annexing 
an  apostrophe  and  the  letter  s  to  the  nominative  ;"  2d,  **  The  possessive 
plural  is  formed  by  annexing  an  apostrophe  and  s  to  the  nominative  plural, 
nuless  it  already  ends  in  s,  in  which  case  the  apostrophe  only  is  annexed  f 
3d,  "  Nouns  ending  in  the  sound  of  s  usually  form  their  possessive  case  by 
annexing  an  apostrophe  only,  especially  if  the  next  word  commences  with 
an  8  sound.''  Now  this  is  exceedingly  conihsing,  in  a  great  measure  incor- 
rect, and  altogether  unsatLsfjEU^tory.  Some  fifteen  years  ago  we  adopted  a 
simple  rule,  which  we  have  since  stated  at  two  or  three  different  Teachers' 
Conventions,  and  in  the  class-room  again  Sad  again.  We  have  tested  it  by 
comparing  it  with  the  practice  of  standard  writers,  and  have  seen,  as  yet, 
no  good  reason  for  changing  it.  It  is  applicable  as  well  to  the  plural  as  to 
.  the  singular,  to  nouns  ending  in  a  as  to  nouns  not  ending  in  s.  It  is  this : — 
Annex  to  the  nominative  an  apostrophe,*  dways  ;  then,  if,  in  pronouncing 
the  possessive,  you  give  to  the  word  the  sound  of  a  final  s  or  z  not  heard 
in  pronouncing  themominative,  annex  an  s  ;  if  not,  do  not. 

Examples. 

1.  Apostrophe  and  s  annexed.  2.  Apostrophe  only  annexed! 

The  wwn's  hat,  The  hoy^  hats  ; 

MerCs  shoes,  Archimedes  screw  ; 

For  triUh^8  sake.  For  conscience^  sake ; 

The  schoolmistress  story,  In  his  highness^  favor ; 

An  Esquimau's  hut.  The  Esquimaiuc^  habits  ; 

Our  corpus  [sing.]  commander,  The  ten  corpse  [pi]  commanders  fell ;; 

Langloit^s  experience.  The  power  of  JesuS  name  ; 

To  Douglas's  obscure  abode,  They  shout  the  Douglas^  name  ; 

And  in  Melros^s  holy  pile.  Sought  Melrose^  holy  shrine. 

The  law  for  the  possessive  case,  whether  singular  or  plural,  is  one.  It 
should  be  written  as  pronounced.  This  is  almost  invariably  done  with 
reference  to  the  plural,t  for  the  simple  reason  that  the  nominative  gene- 

*  This  rnle,  be  it  observed,  is  for  timifit ,  not  for  personftl  pronouns,  which  should  never- 
be  written  with  an  apostrophe,— Aer«,  U$,  our$,  youn,  theira,  being  the  true  form  for* 
these  words. 

t  There  is  a  misspelling  of  the  possessive  ploral  which  does  not  affect  its  pronuncia- 
tion, bnt  which  is  palpable  enough  to  the  eye.  It  occurs  continnally  among  writers  of 
all  grades.    The  foUowing  are  instances  of  it    **  ControTcrsy  is  not  seldom  excited  iui 


392  The  Educaiional  Monthly.  [October, 

rally  ends  with  the  sound  of  8/  and  as  an  additional  8  is  not  heard  in  pro- 
nouncing the  possessive,  an  additional  s  is  not  appended  after  the  apostro- 
phe. Where  this  sound,  howerer,  is  heard,  as  in  children^  chervbim\ 
genii's,  sons-dn-iaufSf  the  §  is  annexed,  just  as  in  the  singular. 

Some  may  be  disposed  to  say,  If  the  last  four  of  the  above  exam^^es 
are  correct,  then  we  can  pronounce  and  write  the  possessive  as  we  please, 
either  with  or  without  the  apostrophe.  It  may,  at  first  glance,  seem  so ; 
but  if  the  reader  will  follow  us  patiently  through,  we  will  endeavor  to 
show  that,  in  this  apparent  irregularity,  there  is,  notwithstanding,  a 
conformity  to  law  and  usage,  as  well  as  a  certain  usage  to  which  we 
are  to  conform. 

If  Sir  Walter  Scott,  or  any  other  poet,  for  the  metre's  sake,  says,  in  one 
place,  "  the  Douglas^  name,"  (and  "  the  law  allows  it,")  and  in  another, 
"  the  Douglases  command,"  does  it  therefore  follow  that  you  or  I,  in  unam- 
bitious prose,  may,  at  our  pleasure,  write,  on  one  page,  "  WiUis^s  Poems" 
or  "  conscience^  sake,"  and  on  the  next,  contraiy  to  established  usage, 
"  WUli^  Poems "  or  "  conscience's  sake  ?"  This  would  argue  either  our 
ignorance  of  the  true  pronunciation  of  these  words,  or  our  indifference  to, 
perhaps  contempt  of,  general  usage.  The  laws  of  poetical  composition  in 
all  languages  allow  certain  licences  which  are  not  tolerated  in  prose.  It  is 
only  by  one  of  these  licences  that  the  poet  is  allowed  to  clip  the  pronund- 
ation  of  Douglass  and  Mdros^s  to  Douglas^  and  Metros^,  and  even  to 
transfer  the  accent  in  the  latter  from  the  second  syllable  to  the  first. 

The  only  real  difficulty  seems  to  be  in  regard  to  nouns  ending  with  an  s 
sound.  If  they  are  to  be  written  as  pronounced,  when  shall  we  pronounce 
them  with  an  additional  s,  and  when  not  ?  We  will  endeavor,  if  possible, 
to  clear  up  the  matter  somewhat,  if  not  altogether. 

1.  When  a  proper  (or  any  other)  noun  is  prefixed,  as  a  designating 
term  not  implying  possession  and  without  any  change  of  pronunciation,  to 
another  noun,  it  should  not  be  written  with  the  sign  of  the  possessive.  It 
is  not  a  noun  in  the  possessive  case  at  all,  but  an  adjective.  Examples : — 
Phillips  Academy,  Bulgers  College,  Adams  Express  Co.,  James  Street, 
Coenties  Slip.  There  is  no  reason  why  these,  and  such  as  these,  should 
have  the  sign  of  the  possessive  any  more  than  the  leading  word  of  any  of 
the  following  expressions  : — Yale  College,  Manhattan  Life  Ins.  Co.,  Hudson 
River,  Clinton  Place,  Feck  Slip,  Catharine  Farrj ;  much  less  that  that  * 
sign  should  be  improperly  used,  as  we  have  seen  it  used,  and  that,  too,  by 
"  respectable  people,"  thus  ;  Phillips?  Academy,  Bulger's  College,  Jam^' 
Slip,  etc.    Under  this  head  come  such  expressions  as  "  Mars  Hill,"  ''  The 

conseqaence  of  the  duputantt  attaching  each  a  different  meaning  to  the  Bame  word."*- 
Coleridge.  **  In  moft  cases,  the  people  who  talk  abont  a  man's  wrilMft  being  light 
know  nothing  abont  severe  thinking."—.^.  K,  B.  Boyd.  DupuUmU  aad  writingB 
should  have  been  dUpuianU*  and  writingt* — i.  e.  With  the  apostrophe. 


18C7.]  Grammalicd  Noies.  893 

IKmes  Office,"  "The  CoUina  Steamers,"  "Swings  Bank,''  **D6bb8  Ferry." 
Lippincott's  Gaz.  has  it  Dobb%  and  Losslng,  Dobb^a  I 

2.  Proper  noans  ending  with  the  sound  of  sharp  s,  as  Brooks,  Cox,  NoT' 
ris,  Pc^f  Prentice,  Tantalus,  Titus,  should,  as  a  general  rule,  have  their 
possesaiyes  sounded  and  written  with  an  additional  s,  '*  Toss's  hobby- 
horse."—^ancn^.  "St  Vitus's  dance."— t/;  E.  Worcester.  "PhiUip^s 
dictionary." — Do.  "Mr.  Burgesses  discovery." — K  Tooke.  ''Tantalus's 
kingdom."— Pc)pe.  "  WiUoe^s  liberation."— jV.  A.  Bev.  "  Horace's  canon."— 
Bisradi.  "  Dr.  TTotfs's  sermons." — Southey,  "  Clarenoe^s  Plantagenet." — 
ScoU.  "King  Bagdegamuf^s  psLrtj.^^-BvJfinch.  "Sir  Leungs  Swiss 
porter." — Macaulay.  "St.  Dennis^s.^* — Do.  " Erasmuf^s  dialogues." — 
Do.  '*EUi^s  reprint."— ff.  P.  Marsh.  '' Dyc^s  edition."— Z>o.  "TTi^ 
lis^s  Scripture  pieces." — Cheever.  **  Brooks^s  integrity." — E.  Everett 
"  Douglases  original  poetry." — HaUam.  The  word  Jesus,  however,  is  am 
exception  to  this  rule.  The  form  for  the  possessive  of  this  word,  as  estalh 
lished  by  custom,  is  Jesu^; — ^not  Jesu%  (pronounced  as  we  have  some- 
times heard  it  from  the  pulpit,  Je-zhooz,)  nor  yet  Jesuits.  This  last  form 
may  possibly  be  tolerated,  but  barely  tolerated,  in  verse.  It  was  thus 
Charles  Wesley  wrote,  "When  my  heart  first  believed,  what  a  joy  I 
received, — ^what  a  heaven  in  Jesus^s  name."  In  poetry  we  may  expect  to 
find,  "A  Tihju^  noble  charities."  "Aurdiu^  countenance,"  **  Cocytiuf 
brink,"  "PAcrfnis' steeds,"  "  At  Ajax' hosom,^  "5acc/ii^  blessings."  The 
additional  s  is  omitted  here,  not  to  avoid  the  recurrence  of  unpleasant 
sounds,  as  we  are  sometimes  told,  but  to  fit  the  syllables  to  the  procrustean 
bed  of  verse.  The  recurrence  of  s  sounds  in  these  cases  is  really  no  objec- 
tion ;  for  numberless  instances  of  harsher  combinations  than  any  of  these 
possessive  forms  with  the  additional  s,  occur  all  through  the  language,  and 
are  used  without  the  slightest  objection.  Nay ;  we  hold  that,  with  all  its 
s's,  the  expression  "  Sir  Lewies  Swiss  porter,"  or  "KeaU^s  St.  Agnes'  Eve," 
is  positively  more  easily  pronounced  and  more  melodious  than  "  Sir  Lewis? 
Swiss  portCT,"  or  "  K&M  St.  Agnes'  Eve,"  properly  pronounced,  would  be. 
The  same  is  true  of  "  Phosbus^s  steeds"  as  compared  with  Pope's  "Phoobuf? 
steeds,"  and  of  other  examples  innumerable.  Away,  then,  with  this  paltry, 
meaningless  objection  I 

3.  Surnames  like  Adams,  Johns,  Peters,  Bichards,  WiUiams,  should 
receive  the  additional  s  in  pronouncing  as  well  as  in  writing  their  pos- 
sessive, if  for  no  other  reason,  to  distinguish  it  from  the  possessive  of  the 
corresponding  Christian  name,  Adam,  John,  etc  The  only  seemingly 
plausible,  though  not  real,  objection  that  we  can  conceive  of  being  urged 
against  this,  is  the  unusualness  of  some  of  these  forms.  Here,  we  have  no 
doubt,  is  just  where  all  the  trouble  lies.  While  Adam^s  and  WUliama^s, 
and  others  of  them  are  familiar  enough  to  the  eye  and  the  ear,  some  that 
are  less  frequently  met  with,  we  admits  "  seem  odd  "  if  written  and  pro- 


S91  The  Educational  AtanMy.  [October, 

nounced  as  we  beliere  they  should  be.  Take  "Samudt^a  Ornithology.*'  It 
was  only  a  day  or  two  ago  that  we  met  this  in  the  Nation  of  Angust 
8tb.  And  thongh  unusual,  we  think  it  right,  and  to  be  pronounced 
sam-u^z-ez,  ^ 

4.  In  fact,  perhaps  most  proper  names  endmg  in  «,  even  when  that  letter 
has  the  sound  of  z,  should  receire  an  additional  8  in  pronouncing  as  well  as 
m  writing. — *' Bay^s  monster  beast.** — Pope,  **  Stykf^s  Register."— 
Macavlay.  "  Mrs.  Siddms^s  Milton."— 2>o.  "  CcUins^B  Odes."— Sbu^. 
"  Edward^ B  Works."— CTiannin  a  "  Dichenf^s  Works."— Day's  Punchh 
atimt.  "  Mrs.  Hemans^s  poetry." — N.  A.  Bev,  "Dr.  Eawe^s  church."— 
K  Barnard.  "  King  Jameses  translation." — O,  P.  Marsh.  "  CharMs 
aJBTairs."- Pre8co«.  *' Stephens's  Incidents  of  Travel."— ^y.  A.  Bev. 
"  Sandys  writings."— P.  W.  GrisuxM.  "  Welles  Grammar."— ft  Brovnu 
"  Tlcknor  and  Fidd^s  latest  publications." — T.  and  FJs  Adv'L  The 
Appleton's  publish  Edios^  Readers,  as  the  books  themselves  say  on  the 
back.  But  with  all  deference  we  would  submit  whether  Ebws^s  would  not 
be  the  true  form  for  the  possessive  case  of  this  name,  leaving  Eow^s  in 
undisputed  possession  of  its  own  pronunciation  as  well  as  orthography. 
Eows^s  is  certainly  no  harder  to  pronounce  and  no  harsher  to  the  ear  than 
houses.  Besides,  it  speaks  the  truth,  while  the  pronunciation  of  Hauxf 
carries  a  wrong  impression.  It  naturally  calls  up  How^s^  which  Hovo^i 
can  not  do. 

5.  From  the  above  class  we  unhesitatingly  except,  and  write  without  an 
additional  s  in  the  possessive,  all  names  ending  in  rs,  as  Ayre^,  Been^^ 
Manners^ f  Waters^,  Withers^;  also  names  ending  with  an  qnaocented  sylla- 
ble terminating  in  the  sound  of  ir  or  ez,  as  Humphrey^,  Mose^^  Johei^ 
Hedged ;  also  names  ending  with  an  unaccented  syllable  terminating  in  the 
sound  of  eez,  as  Davief^,  Socrale^^  AchiU&f.  This  we  do  on  the  score  of 
euphony,  sustained  as  it  is  by  usage.  "  Lord  Bemen^  Froissart." — O.  P. 
Marsh.  "  Jfoses*  minister." — Josh.  i.  1.  "Dr.  CTurfmcrs*  knowledge." — 
a  Knighi.  *' MUhridale^  flatterers."- Do.  ^'Aldde^  club."— Zamft. 
"Archimedes^  screw." — J.  E.  Worcester.  The  repetition  of  two  similar 
unaccented  syllables  in  succession  is  harsh^  and  our  best  q)eakerB  and 
writers,  if  they  can,  generally  avoid  it. 

6.  We  should  also  write  without  the  additional  9, 

a.  All  common  nouns  ending  in  unaccented  anoe  or  enoe^  followed  by  a 
word  beginning  with  s;  as,  acquaintance^^  teny)eranc^,  conscience,  9cieno(^. 
This  is  the  form  established  by  usage.  "  AMano^  sake." — Shak.  "  Sciena^ 
self." — Byron.  "  For  convenience^  sake."— ifaa?  MuUer.  Followed  by 
other  words,  they  take  the  s.  "  Your  reverences  mule."— /iwnAoc.  Proper 
names  in  these  terminations  follow  the  general  rule ;  Adrumoe^Sf  Severances, 
Clarences,  Terences,  etc. 

b.  All  common  nouns  in  unaccented  ess,  that  have  no  plural ;  as,  good- 


1867.]  John  Boyd.  895 

ness^,  holiness f'prowes^.  Noans  having  a  plural  readUj  and  usually  admit 
the  additional  s  ;  (thongh  sometimes,  for  the  measure's  sako,  it  is  omitted 
in  poetry ;)  as,  mistrest^s,  princes^ s,  witness's. 

We  conclude  with  giving  a  few  examples  of  possessives  improperly 
written.  1.  "As  regards o^Aer«^s  opinions." — Century,  2.  **Ladie^s  bon- 
nets."—^oZcA's  Led,  3.  "  Who  thirst  for  scribbling'  sake."— Pc^.  4.  "  For 
distinction^  sake." — Anthon.  5.  "  For  independences  sake." — F,  A,  March. 
6.  "  For  truth's  sake  and  his  conscience,^ — Shak.  This  needs  the  apos- 
trophe,— conscience^.  1.  "  For  knowledge  sake." — Hooker.  8.  "  For  tens' 
sake." — Lennie.  Say,  "for  ten's  sake?'  9.  "For  peace  and  quiet's 
sake." — CoicpeTf  as  published  by  C.  Wells,  1835.  "  For  peace  and  quieC 
sake."— Coi^per,  as  published  by  Appleton^  1869.  The  omission  of  the  s 
from  peace,  is  an  allowable  poetic  licence ;  but  the  omission  of  the  [']  from 
that  word  is  an  error,  as  is  also  the  omission  of  s  from  quieCs  in  the  last 
instance.  10.  "  Next  came  the  ladies  turn." — N.  Y.  Daily.  11.  "  Slieep^ 
wool." — LippincotCs  Oaz.  Brown  says  the  possessive  plural  of  sheep  should 
be  written  steps',  to  distinguish  it  from  the  possessive  singular.  Kerl 
remarks,  "  This  is  a  questionable  rule."  It  is  more.  It  is  contrary  to  all 
analogy,  unnecessary,  and  most  vicious.  12.  "St.  Janie^  coffee-house." — 
Disraeli.  13.  "Davies's  Algebra."  14.  *' Socrales's  life." — Lennie.  15. 
"  Verre^s  trial"— ifocauZay.  16.  "  Mr.  Harris^  services."  11.  "  In  Fdiaf 
room."  18.  "The  sound  of  horses  feet."  19.  '* Holme's  Am.  Annals." 
The  nominative  here  is  Holmes,  not  Holme.  The  possessive  should  there- 
fore be  Hotme^s.  20.  "Descartes^  views."  This  requires  the  additional  s, 
the  nominative  (Descartes)  being  pronounced  de-kart.  21.  *^  Ladi^^s 
Roohl" — R.  E.  Depot,  Jamaica,  L.  L 


JOHN   BOYD. 


CHAPTER  XXI. 

ON  the  Monday  morning  after  the  Professor's  Comfort  lecture,  the 
Wye  Morning  News  Letter  contained  the  following  paragraph  : 
"  Professor  Beelen  lectured  at  Comfort  last  Friday  evening  before  a 
crowded  and  intelligent  audience,  which  manifested  their  interest  by  giving 
to  the  learned  lecturer  the  profoundest  attention.  The  popularity  of  the 
Professor  as  a  lecturer  is,  we  are  informed,  bringing  upon  him  a  pressure 
of  invitations,  thus  multiplying  his  engagements  to  such  an  extent  as  to 
render  it  extremely  difficult  for  him  to  fulfill  them.  This  state  of  things 
renders  it,  no  doubt,  desirable  that  applications  for  his  services  as  a  lec- 
turer should  be  made  without  delay." 

The  impudent  vitality  denoted  to  the  initiated  by  this  newspaper  para- 


896  The  EducaHorud  MorUKty.  [October, 

graph  prodaced  upon  them  rather  a  ladicroas  effect.  The  paragraph  would 
deceive  many  unsophisticated  readers,  who  woald  regard  it  as  purely  edito- 
rial, and  as  indicating  the  importuice  of  the  Professor.  While  the  initiated 
chafed  at  this  reflection,  thej  disdained  to  do  more  than  laugh  oyer  the 
statement.  The  man  who  has  a  constituency  is  strong,  even  though  the 
constituency  consist  of  the  unsophisticated.  With  a  sense  of  the  strength 
gathered  to  him  by  his  newspaper  statement,  the  Professor  entered  school 
again.  He  was  wont  to  compare  himself  to  the  moon  that  sailed  tran- 
quil in  the  heavens  above  the  dogs  that  barked  at  it  ;  and  doubtless  it 
was  upon  this  principle  that  he  determined  still  to  act.  Yet  for  all  his 
strength,  and  for  all  his  tranquil  indifference,  his  look  of  suspicious  alert- 
ness had  become  intensified  ;  and  a  hard  look  darkened  the  expression  of 
benignity  which,  according  to  custom,  he  assumed,  when  presently  he  stood 
at  his  desk  before  his  assembled  pupils.  He  detained  them  awhile  after 
the  opening  religious  exercises  to  tell  them  about  his  lecturing  experiences 
at  Comfort.  It  was  a  means  of  advertising  himself  which  he  was  not 
likely  to  neglect.  Self-complacent  and  undulatory  in  tone,  he  indicated 
with  great  clearness  and  accuracy  the  remarkable  success  which  had 
attended  his  efforts,  and  finally  drew  the  moral  that  if  they  would  only 
give  close  attention  to  their  studies,  some  of  the  pupils  might  eventually, 
perhaps,  rise  also  to  distinction  in  the  higher  walks  of  literary  life.  The 
disgust  and  uneasiness  with  which  the  school  sat  under  these  remarks  had 
no  effect  upon  the  Professor's  paternal  complacency  while  delivering  them. 
Elsewhere  he  assumed  the  role  of  the  charitable  Christian.  Charity  be* 
came  the  burden  of  his  prayers  and  exhortations.  If  a  brother  was 
charged  with  a  fault,  he  would  strive  to  allay  the  bitterness  of  feelmg 
against  him.  A  prominent  politician  was  decried  for  some  act  of  immo- 
rality, and  he  found  in  the  Professor  an  indefatigable  defender,  going  about 
palliating  the  fault,  or  explaining  it  away.  And  all  the  while  he  would 
manage  to  drop  softly,  here  and  there,  poisonous  words  concerning  his 
own  personal  enemies,  and  he  would  show  how  the  justice  which  had  been 
wrought  upon  Miss  Woodstock  must  needs  fall  ultunately  upon  all  who 
would  array  themselves  against  the  Christian. 

Meanwhile  Boyd  had  become  thoroughly  repellant  to  all  demonstrations 
of  a  social  kind  coming  from  the  Professor,  never  seeming  to  notice 
him  excepting  when  the  of  the  school  required  it.  When  the  warm 
weather  came  on,  John  would  go  occasionally  to  the  neighboring  beach 
with  parties  of  boys.  One  day  Beelen,  inviting  himself,  joined  them. 
While  Boyd  was  walking  on  the  sand,  Beelen  approached  and  took  his 
irm  in  a  sociable  way  ;  nor  did  he  withdraw  his  arm,  though  Boyd  by  not 
locking  it,  failed  to  encourage  him.  The  Professor  held  on,  and  opened 
with  a  glowing  appeal  to  his  companion  to  look  upon  the  sea  and  to  ad- 
mu*e  it  in  its  grandeur. 


1861}  John  Boyd.  89t 

''  Excnse  me,"  said  John,  "  there  are  some  of  my  boys  awaiting  me.  I 
mast  join  them."  "  Ah— yes — well,"  ejaculated  the  Professor,  clinging  to 
Boyd.  "I  wished  to  say  something  confidentially,  if  yon  could  spare  a  few 
minutes.  Shall  we  go  to  those  rocks  where  we  may  be  alone?"  "  No,  I 
think  not,"  said  John,  looking  at  the  huge  pile  of  rocks  indicated,  **  I  fear  we 
should  be  rather  too  lonely."  "  0, 1  guess  not.  We  can  have  a  good 
bath  together  there  without  fear  of  interruption  ;  and  I  can  tell  you  what 
I  wish  to."  "  Perhaps,"  said  Boyd,  "  if  we  should  go  to  bathe  so  far 
away  from  the  rest,  the  undertow  or  something  else  might  be  the  death  of 
one  of  us,  and  then  the  competition  for  the  principalship  of  the  Institute 
and  the  Saturday  School  would  be  brought  to  too  sudden  an  end — a  me. 
lancholy  result,  you  know,  that  is  by  no  means  to  be  invited."  Beelen 
lifted  back  momentarily  with  a  glare,  but  he  at  once  recovered  his  smooth- 
ness of  manner.    Boyd  had  withdrawn  and  was  confronting  him. 

"  I  have  been  talking  with  Tilden  Boyd,"  said  Beelen,  with  a  slightly 
sinister  pucker.  John  tarried  to  listen.  "  I  have  been  talking  with  him 
confidentially,"  said  the  Professor,  "  he  has  told  me  of  that  affair  of  yours." 
Beelen  waited,  and  John  eyed  him.  "  I  told  him,"  continued  Beelen,  "  that 
I  did  not  see  that  you  were  blame-worthy.  You  simply  invested  Miss 
Pragge's  money,  by  her  own  request,  in  the  manner  which  seemed  to  you 
best.  You  only  committed  a  mistake,  I  told  him,  such  as  any  one  was 
liable  to  commit.  You,  nor  any  one  could  ever  have  foreseen  the  failure  of 
the  company.  You  acted  honorably.  You  have,  I  fear,  been  over  sensitive 
lest  dishonorable  motives  might  be  imputed  to  you.  I  can,  I  think,  judge 
of  your  feelings  from  my  own  under  similar  circumstances.  Our  tempera- 
ments, I  thmk,  are  much  alike.  I  have  defended  you — I  have  defended 
you  to  the  last."  "  The  affair  needs  no  defending,  and  when  it  does  I  will 
hire  one  of  my  own  selection  to  it  do ."  John  was  turning  away  again.  **  As 
to  the  matter  of  the  will,"  continued  Beelen,  and  John  lingered, — "  I — I 
told  your  cousm  that  I  thought  the  Welford  Boyd  property  belonged  by 
good  rights  to  you,  and  that  the  story  of  the  drawing  of  another  and  a 
later  will  must  be  true  ;  that  if  he  had  purchased  your  old  homestead 
with  the  money  he  would  most  probably  have  to  quit  it,  for  the  later  will 
would  most  surely  turn  up — ."  "  Humph  I"  Boyd  ejaculated,  and  he 
turned  and  walked  away,  leaving  Beelen  alone  on  the  beach.  John,  indeed, 
desired  to  be  alone  awhile.  He  stood  and  looked  out  upon  the  sea.  "What 
if  it  be  true,"  he  thought.  The  bare  possibility  of  his  repossessing  the 
old  homestead  suggested  itself.  He  stood  and  looked  and  thought.  The 
boys  were  having  a  fine  time  on  the  sand.  Their  shouts,  however,  hardly 
rose  above  the  roar  of  the  waves.  He  felt  like  joining  them,  but  his  revery 
held  him.  His  mind  began  to  reason  out  the  case.  This  uncle  of  his, 
WeMbrd  Boyd,  had  always  regarded  him  with  special  kmdness  until  Tilden 
came  to  him.    That  was  a  shrewd  play  of  Tilden's  to  get  the  money  by 


898  The  Edticaiional  Monthly.  [October, 

coDciliating  the  old  man  to  himself,  and  alienating  him  to  his  fayorite 
nephew.  Tilden  was  poor.  It  was  a  way  for  him  to  get  rich.  An  eagj 
way.  That  explained  why  Welford  Bojd  had  torned  cool.  John  could 
not  understand  it  before.  Tes,  that  was  the  explanation.  John  had  taken 
no  pains  to  reconcile  his  nncle.  He  had  discontinued  his  visits  upon  the 
discovery  of  the  coolness.  One  day,  however,  not  long  before  the  uncle's 
death,  John  had  chanced  to  meet  him,  and  at  that  interview  the  old  pre- 
ference for  John  had  plainly  manifested  itself.  Then  came  a  paralytic 
stroke  which  prostrated  the  uncle,  and  he  sent  for  John.  When  tiie  latter 
arrived  there  were  present  in  the  room  Tilden  Boyd  and  Pragge.  These 
two  withdrew  from  the  bedside  to  a  comer,  and  Welford  Boyd  took  John's 
hand  and  glanced  uneasily  at  the  others.  "  What  can  I  do  for  you  V 
whispered  John  in  his  ear,  for  a  burden  seemed  to  be  resting  upon  hia 
uncle's  mind.  The  latter  could  not  speak,  but  he  turned  his  eyes  to  a  little 
closet  that  was  set  high  in  the  opposite  wall.  He  glanced  from  the  closet 
to  John  and  back  again  until  John  looked  thither  ;  and  then  Welford 
Boyd's  eyes  grew  dim.  He  was  dead.  Now  what  was  in  that  closet? 
The  new  and  last  will  ? 


CHAPTER  XXII. 

It  was  clear  from  Tilden's  manner  that  if  such  a  will  had  been  made,  he 
had  not  possessed  himself  of  it.  John  determined  to  look  for  it  upon  the 
first  opportunity.  On  the  following  Friday  he  took  the  cars  for  Barbridge 
where  his  uncle  had  lived.  He  would  first  of  all  look  for  it  in  the  closet 
Ever  since  his  uncle's  death  the  house  had  been  untenanted.  The  key  had 
been  entrusted  to  a  neighbor,  from  whom  Boyd  readily  got  it ;  and  he 
borrowed  a  candle  and  proceeded  at  once  to  the  house.  The  sun  had  set 
a  half  hour,  and  the  twiUght  was  fading.  The  old  house,  long  unpaiuted, 
presently  stood  before  him,  dark  and  uninviting.  The  neglected  garden 
was  rank  with  weeds.  Just  as  his  hand  touched  the  gate,  a  clump  of  shrub- 
bery, that  stood  by  the  comer  of  the  house,  was  shaken,  and  something 
^rang  from  it  and  darted  round  the  comer  out  of  sight.  The  thing  was 
white  whatever  it  was,  so  that  he  discerned  it  the  more  clearly.  But  the 
movement  was  so  sudden  that  he  got  but  a  glimpse  of  the  object.  He 
opened  the  gate  and  went  in.  He  walked  up  the  path  and  around  the 
house,  but  there  were  visible  no  signs  of  the  presence  of  any  one.  Reach 
ing  the  door  he  unlocked  it  and  stepped  in,  and  lighted  the  candle.  Then 
he  closed  and  locked  the  door.  The  house  evidently  had  not  been  opened 
for  a  long  while.  The  air  was  damp  and  stagnant ;  and  that  peculiar 
odor  which  belongs  to  old  houses  was  strangely  palpable.  As  he  wai 
ascending  the  staircase  a  sound  fell  on  his  ear,  from  what  direction  he 
could  not  tell,  but  certainly  from  somewhere  within  the  house.    He 


1867.]  JWin  Boyd.  899 

stopped  to  listen.  The  stillness  was  so  profound  that  he  began  to 
think  he  had  been  deceived.  He  hardly  permitted  himself  to  associate  the 
eonnd  fancied  or  otherwise  with  what  he  had  seen  ontside.  He  was  bent 
upon  the  accomplishment  of  his  errand  ;  but  he  stepped  more  sbwly  when 
he  went  on.  The  noise  had  seemed  like  that  of  one  moring  quickly  but 
softly  out  of  a  room.  It  was  a  slight  rushing  sound.  It  might  have  been 
the  wind  rising  among  the  trees  about  the  house.  With  that  reflection 
he  again  dismissed  the  thought  of  it  from  his  mind. 

The  door  of  his  uncle's  chamber  was  ajar.  He  pushed  it  open  and  en- 
tered. The  bed  was  made  up,  and  was  just  as  it  had  been  left  after  the 
funeral.  A  door  at  the  side  of  the  room  leading  to  another  chamber  was 
wide  open.  Access  in  that  direction  was  had  to  the  back  part  of  the 
house.  The  windows  and  blinds  were  closed.  The  circumstances  and 
associations  of  the  place  were  depressing.  Puttmg  the  candle  on  a  table, 
he  stepp^  upon  a  chair  and  pulled  open  the  door  of  the  closet.  Instinc- 
tively he  slammed  it  to  again,  and  jumped  to  the  floor  and  stared  around 
him  and  then  up  at  the  closet  door.  But  that  was  only  for  an  instant. 
Immediately  he  stepped  into  the  chair  again  and  pulled  open  the  door  and 
looked  in.  A  fading  phosphorescent  light  revealed  itself  from  the  wall  in 
the  depth  of  the  closet,  assuming  the  shape  of  a  grinning  skull.  '*  That 
was  done  by  human  fingers,"  he  thought,  "  and  but  just  now.  There  'a 
some  one  in  the  house."  At  that  instant  something  rushed  through  the 
room — something  white  ;  he  caught  a  glimpse  of  it  as  it  flitted  tlorough 
the  door  leading  to  the  next  chamber.  ''  Now  that  is  neither  ghost  nor 
devil,"  he  thought  as  he  stood  on  the  chair  looking  in  the  direction  whither 
the  thing  had  disappeared.  "  Being  visible,  it  is  flesh  and  blood."  He 
turned  and  ransacked  the  closet  hastily.  There  was  considerable  rubbish 
in  it,  old  books  and  newspapers,  bottles  and  manuscripts.  He  must  ex- 
amine thoroughly.  He  removed  all  the  bottles  first  and  held  them  to  the 
caudle  to  see  whether  they  contained  anything.  Each  and  all  were  empty. 
Then  he  looked  through  the  leaves  of  all  the  books,  and  finally  he  came 
to  the  manuscripts.  These  were  the  most  likely  to  contain  the  thing  he 
sought.  He  went  to  the  chamber  door  and  drew  it  to,  and  just  then  a 
loud,  vacant,  horrible  laugh  resounded  through  the  house.  ''Human 
lungs,"  he  muttered.  "  This  is  the  nineteenth  century,  and  I  hope  Fm 
of  it.  Nothing  worse  than  a  tussle,  perhaps,  unless  it  be  a  bullet.  But 
that's  not  likely.  No  suflScient  motive.  No?  Tilden? — ^His  point 
would  hardly  be  to  prevent  my  getting  the  will,  but  to  get  it  himself. 
Perhaps  he  thought  of  the  closet  at  the  same  time — by  Pragge's  sug- 
gestion, it  may  be.  Fll  keep  the  doors  closed."  He  rose  and  closed  to 
the  door  that  led  to  the  hall.  He  had  no  sooner  taken  his  seat  when  the 
door  was  flung  wide  open  again.  He  started  to  his  feet.  Standing 
motionless  in  the  doorway  was  a  figure  clad  in  white.    ''  Pragge  1"    John 


400  The  Mucatimud  ManMy.  [October, 

ejaculated.  At  once  the  figure  stepped  one  side  and  'Dlden  Boyd  walked 
into  the  room.  And  yet  it  could  hardly  be  said  that  he  walked.  His 
posture  and  gait  would  have  reminded  one  rather  of  the  act  of  creq>ing. 
His  face  was  white  and  distorted,  and  he  rubbed  his  hands  as  he  ap- 
proached to  where  John  stood.  "  I  have  come  to  look  for  the  will,"  he 
chattered.  "  Yes,  I  would  have  justice  done.  Let's  look  these  over — 
look  these  over  together.  Ha,  ha,  it's  strange,  isn't  it,  we  should  have 
hit  upon  it  at  once.  These  are  the  papers  7  I've  brought  a  candle,  too. 
Pragge,  bring  the  candle,  won't  you  ?"  All  the  while  he  kept  his  eyes 
turned  up  under  their  brows  toward  John,  as  though  he  feared  that  to 
remove  them  would  be  to  lose  some  advantage.  And  meanwhile  John 
continued  his  search  among  the  manuscripts.  Pragge  flitted  in  with  a 
candle  after  the  traditional  ghostly  way,  and  then  retired  to  the  bed,  in  the 
middle  of  which  with  a  leap  he  settled  himself,  and  glowered  at  the  two 
will-seekers.  "  You  tried  my  nerves  somewhat,"  said  John,  honestly,  "  but 
you  did  not  succeed  in  frightening  me  away."  "  Ha,  ha — ^he — e,"  chat- 
tered Tilden,  with  ghostly  jollity,  "we  didn't  want  to  frighten  you  away,  did 
we,  Pragge  ?  We  are  glad  of  your  assistance."  "  Very  much  obliged  to 
you  for  your  appreciation  of  my  services,"  replied  John,  "  you  '11  find  them 
valuable,  for  I  shall  hunt  with  inexorable  tenacity."  Hereupon  he  drew  a 
larger  manuscript  from  the  file.  Tilden  made  a  sudden  movement  of  his 
hand  as  though  to  clutch  it.  John  drew  it  away,  eyed  him,  and  then  pro- 
ceeded to  look  at  the  manuscript.  He  had  examined  everything  thoroughly 
but  this.  Tilden  kept  his  eyes  still  turned  to  him  from  under  his  brows, 
while  John  read.  Presently  John  folded  up  the  manuscript,  and  was  put- 
ting it  in  his  side  coat  pocket  when  Tilden  on  a  sudden  clutched  at  it.  His 
face  was  ghastly  white,  and  so  distorted  that  he  showed  his  teeth.  John 
strove  to  push  hira  away,  but  with  this  horrible  expression  he  held  on. 
Pragge  stood  up  on  the  bed.  Tilden  seized  a  chair.  It  was  a  threatening 
movement.  John  caught  the  chair,  and  in  the  struggle  the  table  was 
upset  and  the  candles  were  put  out.  "  Come,"  was  whispered  in  John's 
ear.  The  voice  had  a  friendly  sound,  and  he  allowed  himself  to  be  thrust 
from  the  room  and  accompanied  to  the  door.  "  Pragge,"  said  he,  there, 
"  I  could  have  taken  care  of  myself, — but  this  convinces  me  that  you  are 
fiiendly."    "  I  would  not  be  hung,"  was  the  cold  reply. 


The  common  school  is  that  means  which  enables  men  to  be  educated, 
which  unseals  their  eyes,  and  opens  their  faculties,  and  give?  them  the 
liberty  to  think  and  to  acquire.  To  read  and  write  is  not  much  ;  a  pair 
of  eyes  is  not  much  ;  but  the  amount  of  a  man's  seeing  is  a  great  deal  in 
Ills  lifetime  ;  and  the  intelligence  which  is  gathered  by  reading  and  writing 
is  immeasurable. — Beecher. 


THE  MOISTTHLY-OCTOBER. 


Reunion. 


YARIETY  is  certaiolj  one  of  the  prime  sources  of  human  delight 
The  seasons  in  theur  order  pass  and  repass  oyer  the  sympathizing 
surface  of  the  globe,  and  we,  its  tenants,  honor  each  in  its  dae  rotation. 
We  reflect  with  pleasure,  in  the  icy  Winter,  on  the  coming  flowers  of  the 
Summer,  and,  whilst  gathering  the  golden  harvests  of  Autumn,  long  for 
the  bracmg  airs  and  cool  green  glories  of  the  Spring. 

In  like  manner  pass  the  erer-Tarying  changes  in  the  periods  of  our  lires. 
The  joys  of  infancy  yield  to  the  sports  of  youth  ;  these  are  absorbed  in 
the  toils  of  manhood,  destined  to  be  superseded  by  the  sober  reflections  of 
age.  But  there  are  wheels  within  wheels,  and  eren  these  changes  hare 
alsJ  their  variations.  The  toils  of  manhood  need  the  relaxations  of  rest 
and  of  recreation  ;  and  a  renewed  association  with  the  delights  of  infancy 
is  not  unfrequently  resorted  to  as  a  pastime  and  solace  by  declinmg  age. 
But  pleasure  soon  cloys,  and  is  rarely  or  never  found  totally  unalloyed 
with  sorrow  ;  whilst  toil,  when  freely  accepted  and  rightly  honored  in  its 
performance,  is  not  unfrequently  found  to  be  the  true  zest  of  life,  the 
supreme  charm  of  existence. 

So  Hafl  I  once  more  to  the  f&miliar  path,  the  play  grounds  and  the 
school  house.  Hail  to  the  well-known  hall,  the  reception  room,  the  chair 
of  office,  and  the  old  familiar  desk.  Hurrah  I  for  the  map^tand,  the 
black-board  and  the  sacred  pianoforte.  Welcome  I  to  the  cheerful  saluta- 
tion of  the  janitor,  and  the  steady  clang  of  the  old  morning  bell ;  to  the 
oft  heard  pattering  of  little  feet  and  the  music  of  cheerful  voices  gathering 
volume  with  each  fresh  arrival.  Thrice  welcome  to  the  dear  ^miliar  faces 
as  they  throng  around,  with  their  hearty  congratulations  depicted  in  truth- 
ful characters  in  their  sparkling  eyes  and  pouring  forth  in  chorus  from  their 
ruby  lips.  Farewell  I  to  the  past  glories  of  the  sea  ^de,  the  mountain,  the 
sports  of  the  field,  the  maa^  dance  and  the  empty  follies  of  &shion.  No 
scene  more  beautiful  can  be  witnessed,  and  no  pleasure  more  innocent,  unal- 
loyed and  enduring,  can  be  participated  in,  than  those  enjoy  who  behold 
and  can  truly  appreciate  the  happiness  of  childhood  and  youth* 


40i  The  Educational  Monthly.  [October, 

Characteristics  op  American  Schools. 

A  RECENT  English  Report  on  Education  in  America,  sums  up  in  the 
following  paragraph  the  general  results  of  our  Public  School  System. 
In  spite  of  its  ambitions  style,  the  estimate  is  instructire.  Could  we  curb 
somewhat  our  "  precipitancy,"  and  allay  "  the  excessive  and  exhausting 
strain  on  the  mental  and  physical  powers,''  justly  charged  against  us,  and 
especially  characteristic  of  our  scholastic  habits,  the  result  would  be  vastly 
to  our  advantage.  At  present  our  education  partakes  too  much  of  violent 
accretion,  too  little  of  quiet  growth  and  harmonious  development ;  wc 
acquire  knowledge,  rather  than  wisdom : — but  kt  us  hope  that  by  and 
by  we  may  have  time  to  go  slower.    We  quote  : 

"  In  endeavoring  to  comprehend  and  appreciate  the  system  of  common 
or  public  schools — for  the  two  epithets  are  used  indifferently — it  is  abso- 
lutely necessary  that  the  European  observer  should  throw  his  mind,  if 
possible,  into  the  conditions  of  American  life,  should  take  his  point  of 
departure  from  a  few  leading  social  principles,  and  keep  constantly  before 
his  eye  certain  salient  social  phenomena,  which  have,  so  to  ^)eak,  neces- 
sitated its  form,  give  to  it  its  significance,  underlie  its  action,  maintain  its 
motive  power,  determine  its  methods,  and  fix  its  aims.  The  principles  have 
been  already  referred  to — ^they  are  the  principles  of  perfect  social  equality 
and  absohite  religious  freedom.  The  phenomena  are  the  restlessness  and 
activity  of  the  American  character,  without,  perhaps,  the  culture  and 
refinement  of  the  old  Athenian,  but  with  all  its  versatility,  the  absorbing 
interest  of  political  life,  the  constantly  rising  aims  of  each  individual,  the 
ebb  and  flow  of  conmiercial  enterprise,  and  tJ^e  immense  development  of  the 
spirit  of  speculation  ;  the  intense  energy  of  the  national  temperament,  its 
rapidity  of  movement,  its  precipitancy,  its  impatience  of  standing  still 
Many  an  American  in  the  course  of  active  life  will  have  turned  his  life  to 
half  a  dozen  different  professions  or  ways  of  getting  a  livelihood.  'The 
one  lesson  we  are  taught  all  through  life,'  a  person  one  day  humorously 
said  to  me,  '  is  to  be  discontented  with  our  station.'  And  it  is  this  temper 
more  than  any  other,  intensified  by  the  opportunities  that  the  country 
affords  and  the  prizes  that  it  holds  out  to  enterprise  and  ability,  which  is 
the  motive  power  that  sustains  the  schools.  Corresponding,  therefore, 
with  these  ideas,  and  reflecting  these  phenomena,  must  be  the  popular 
system  of  education.  And  t||Morrespondence  is  marvellously  exact,  the 
reflection  wonderfully  truclTlie  American  school  is  a  microcosm  oi 
American  life.  There  reigns^in  it  the  same  spirit  of  freedom  and  equality, 
the  same  rapidity  of  movement,  scarce  leaving  time  for  work  to  be 
thoroughly  well  done ;  the  same  desire  of  progress,  eagerly  catching  at 
every  new  idea,  ever  on  the  look  out  for  improvements  :  the  same  appeals 
to  ambition,  the  same  sensitiveness  to  praise  and  blame,  the  subordinaUon 
of  the  individual  to  the  nation,  the  same  prominence  given  to  pursuits  of  a 
refining  aim,  the  same  excessive  and  exhausting  strain  on  the  mental  and 
physical  powers,  the  same  feverishness  and  absence  of  repose ;  elements  of 


1867].  Boob-keeping  versica  Sewing,  40B 

strength  and  weakness,  of  saccess  and  failure,  mingled  together  in  propor- 
tions which  made  it  almost  impossible  to  find  any  one  discriminating  epithet 
by  which  to  characterize  the  resultant  whole."  / 


Book-keeping  versus  Sewing. 

SO  many  boys  leave  school  each  year  to  enter  upon  employments  in 
which  more  or  less  of  bookkeeping  is  required,  and  in  which  their 
prospects  of  promotion  depend,  in  a  measure,  upon  their  skill  in  this  art, 
that  the  popular  will  demands  that  in  the  public  schools  an  exception  shall 
be  made  in  its  favor.  It  is  first  dignified  by  the  title  "Science  of  Ac- 
counts,'' it  is  true,  but  it  is  none  the  less  a  mechanic  art,  as  much  as  shoe- 
making  is.  We  do  not  complain  of  this.  The  public  has  the  right  to 
grant  the  privil^es  of  the  public  school  as  it  pleases.  But  why  should 
one  trade,  and  that  by  no  means  of  the  highest  unportance  or  value  to  the 
State,  be  fostered  to  the  exclusion  of  others  ?  Grant  that  a  knowledge  of 
accounts  may  be  of  use  to  every  man  ;  that  it  is,  therefore,  a  public  want, 
and  so  the  schools  may  justly  be  requu^  to  impart  it ;  but  is  the  skill  of 
the  accountant  of  greater  public  benefit,  or  more  worthy  of  public  encour- 
agement, than  the  skill  of  the  seamstress  ?  At  any  rate,  while  wo  are 
liberal  in  fittmg  the  boy  to  perform  well  what  may  be  thought  a  necessary 
part  of  his  commg  duties,  would  it  not  be  quite  as  much  a  public  good,  to 
say  nothing  of  the  humanity  of  it,  to  do  the  same  for  his  sister  who  may 
be  equally  dependent  upon  herself  for  a  livelihood  ?  We  think  it  would, 
and  are  happy  to  know  that  in  one  State,  at  least,  popular  opmion  is  be- 
ginning to  recognize  that  girls  are  as  much  in  need  of  "  practical"  instmo- 
tion  as  boys  are.  In  their  last  report,  the  School  Committee  of  Provi- 
dence, B.  I.,  state  that  instruction  in  sewing  has  been  given  in  five 
intermediate  schools  ;  and  two  hundred  and  twenty-five  children,  from  ten 
to  fifteen  years  of  age,  have  taken  their  first  lessons  in  the  use  of  the  nee- 
dle. "  The  time  devoted  to  these  lessons  is  limited,  yet  it  breaks  the 
monotony  of  the  daily  routine,  and  will  enable  many  to  be  more  useful 
and  happy  in  life."  Not  more  than  half  the  gurls  who  were  anxious  to 
enter  the  sewing  classes  could  be  received.  Many  of  these  girls,  says  the 
Superintendent,  are  orphans,  "  and  some  more  unfortunate  than  orphans, 
without  any  opportunity  for  fitting  themselves  to  perform  those  needful 
duties  by  which  they  may  gain  a  decent  and  respectable  livelihood."    The 


404  The  Edvjcationd  Monthly,  [October, 

same  desire  for  instnietioD  in  needle-work  is  felt  in  every  community  ;  and, 
to  oar  mind,  the  good  that  would  be  effected  by  imparting  it  in  the  public 
schools,  would  surely  be  as  great,  and  as  widely  felt,  as  that  attending 
upon  the  instruction  now  given  in  bookkeeping.  Thanks  are  due  to  the 
School  Committee  of  Providence  for  setting  a  good  example. 


Intelligence — Educational  and  otherwise. 

THE  July  issue  of  The  Museum  and  English  Journal  (^Education 
(London)  gives  a  number  of  items  in  regard  to  Education  m  this 
country,  which  we  presume  will  be  news  to  most  of  our  readers. 

The  first,  headed  *^  Minister  of  Public  Instruction^^  needs  no  com- 
ment. It  says  :  **  At  the  head  of  this  newly  created  Department  has  been 
placed  Henry  Barnard,  long  director  of  the  Rhode  Island  Schools,  which 
have  been  accepted  throughout  the  States  as  a  model,  and  more  recently 
Director  of  the  Connecticut  Schools,  in  managing  which  he  was  equally 
successful.  For  a  quarter  of  a  century  he  has,  both  as  a  writer  and  an 
organizer,  occupied  the  foremost  rank  as  an  Educationist.  In  particular 
he  is  regarded  as  the  founder  in  the  United  States  of  primary  and  middle- 
class  normal  schools,  and  the  author  of  most  of  the  improvements  intro- 
duced into  schools  where  boys  and  girls  are  taught  together." 

The  next  item — "  New  Yot±  Stale  Schools/*  contains  statistics,  evidently 
based  upon  the  last  report  of  our  State  Superintendent,  for  the  figures 
agree,  in  the  main,  with  those  of  Mr.  Rice.  The  application  of  the  figures 
however  is  sometimes  quite  original.  For  example,  the  Superintendent 
reports  36,465  pupils  attending  the  academies  of  the  State,  and  1541  col- 
lege students.  The  Museum  assigns  the  first  number  to  Commercial 
SchoolSf  and  the  second,  to  Grammar  Schools,  Is  this  a  gentle  hint  firom 
our  worthy  cousins,  that,  compared  with  English  Colleges,  our  Union,  and 
Columbia,  and  other  colleges,  are  to  be  ranked  only  as  "  Grammar 
Schools  P 

But  the  most  interesting  paragraph  is  that  in  which  the  readers  of 
The  Museum  are  informed  of  "Mr.  Peabody's  gift  of  2,100,000  dollars 
in  paper  money,  for  the  establishment  of  Schools  in  the  /State  of  New  York, 
that  shall  be  open  to  all  without  distinction  of  race  or  color,  etc.,  etc*' 

We  trust  that  the  proper  authorities  will  mvestigate  this  matter,  and  see 
to  it  that  our  State  schools  receive  the  full  benefit  of  this  "  mnch  needed 
assistance.''  There  is  more  of  this  sort  of  "  intelligence  "  in  the  Museum^ 
but  we  will  leave  it  there. 


1861.]  Educdional  Intelligence.  406 

EDUCATIONAL    rNTELLIQENCE. 


UNITED  STATES.— The  third  official  circular  from  the  National 
Department  of  Education  contains  a  letter  to  Gorernors  calling  for 
data  to  enable  the  Commissioner  to  report,  as  required  by  act  of  Con- 
gress, the  condition  of  the  several  grants  of  land  made  for  the  promotion 
of  education,  and  the  manner  in  which  these  trusts  have  been  managed. 
To  indicate  the  nature  of  the  statistics  the  department  desires  to  receive, 
the  Commissioner  gives  a  history  of  the  growth  of  the  public  sentiment 
which  led  Congress  to  inaugurate  this  plan  of  promoting  education  ;  and 
also  a  detailed  account  of  the  disposition  of  the  land  grants  in  Minnesota. 
District  op  Columbia. — ^Those  who  hold  that,  as  a  nation,  we  have  made 
DO  progress  during  the  past  few  years,  will  find  food  for  thought  m  the  last 
report  of  the  Board  of  Trustees  of  the  Schools  of  Washington.    It  is  en- 
couraging to  hear  the  key-note  of  our  educational  system  so  bravely 
sounded  from  our  capitol  city,  where  so  short  a  time  ago  the  slave-pen  and 
the  auction-block  were  deemed  essential  elements  of  a  Christian  civilization, 
and  the  ignorance  of  the  poor  the  best  guaranty  of  theur  happiness  and 
well-being.     "We  now  realize,''  says  the  report,  "  that  the  maintenance  of 
our  Union,  the  development  of  our  free  institutions,  and  the  perfect  restor* 
ation  of  harmony  between  the  sections,  depend  upon  the  increase  of  intel- 
ligence, and  the  general  lifting  up  to  light  and  knowledge  of  those  who 
have  hitherto  been  in  darkness  and  ignorance.    Everywhere  in  the  North 
has  the  obligation  resting  upon  the  community  been  recognized,  so  that, 
notwithstanding  the  war,  more  school-houses  have  been  built,  more  endow- 
ments to  colleges  raised,  and  more  liberal  donations  made  to  enterprises 
for  ihe  advancement  of  humanity,  than  in  all  the  previous  years  of  our  his- 
tory.   For  the  South,  now  that  the  blight  of  slavery  has  been  removed, 
and  the  bondmen,  heretofore  prevented  under  cruel  penalties  from  even 
learning  how  to  read,  have  been  elevated  to  the  noble  position  of  Ameri- 
can citizens,  it  is  evident  that  the  duty  of  the  hour,  far  exceeding  any  poli- 
tical plans,  financial  schemes,  or  commercial  enterprises,  is  to  provide  freb 
SCHOOLS  FOB  ALL.'?  It  is  in  this  honest  recognition  of  the  rights  of  all  men — 
nowhere  better  seen  than  in  matters  pertaining  to  education — that  the  dif- 
ference of  spurit  between  the  new  and  the  old  regime  is  best  shown.    The 
present  Trustees  desire  for  the  District  a  school  system  which  shall  provide 
thoroughly  for  the  primary  education  of  all  who  are  of  suitable  age,  "  leav- 
ing to  the  future  the  establishment  of  higher  schools."    They  insist  upon 
the  immediate  increase  of  primary  schools,  for,  though  eighteen  new  schools 
were  added  last  year,  the  school-houses  are  insufficient  to  accommodate 
half  the  children  eagerly  seeking  admission.    These  applicants  are  mostly 
from  six  to  ten  years  of  age.    *'  The  higher  schools  are  never  full."    The 
whole  number  of  children  enrolled  in  the  schools  during  the  year  ending 
June  30,  1866,  was  7,121,  an  increase  of  21  per  cent,  on  the  preceding 
year,    lie  average  number  on  the  rolls  was  4,198  ;  the  average  daily 
attendance,  3,696.    Seventy-four  teachers  were  employed.    The  Board  re- 
commends an  increase  in  the  salaries  paid  to  teachers,  and  justly.    They 
should  be  doubled.    The  largest  amount  paid  to  principals  of  boys'  gram- 
mar schools  being  only  sixteen  hundred  dollars,  while  the  lowest  grade 


406  The  Educational  Monthly.  [October, 

of  assistants  receive  only  one  hundred  and  fifty  dollars.  'NLasyiakd, — In 
the  proposed  new  constitution,  the  State  Convention  has  declared  that  :— 
"The  General  Assembly,  at  its  first  session  after  the  adoption  o(  this  con- 
stitution, shall  by  law  establish  throughout  the  State  a  thorough  and  effi- 
cient system  of  free  public  schools,  and  shall  provide,  by  taxation  or  otha<- 
wise,  for  their  maintenance.  The  system  of  public  schools,  as  now  consti- 
tnted,  shall  remain  in  force  until  the  end  of  the  said  first  session  of  the 
General  Assembly,  and  shall  then  expire,  except  so  far  as  adopted  or 
continued  by  the  General  Assembly."  The  present  system  will  thns  expire 
about  the  last  of  March,  1868,  and  the  action  of  the  Convention  shows 
that  some  other  system  is  desired.  There  are  two  parties  in  the  State  on 
the  subject  of  free  public  schools — one,  those  who  introduced  the  present 
"  uniform"  system  ;  and  the  other,  those  who  advocate  a  "  general"  system. 
The  great  point  of  difference  between  them  is  whether  the  State  is  bound 
to  furnish  its  citizens  with  simply  a  plain  English  education  or  one  of  a 
higher  grade  ;  whether  academies  and  colleges  should  be  included  in  the 
State  system  or  be  private  enterprises.  The  present  constitntion  looks  to 
the  formation  of  grades  up  to  the  very  highest  university,  and,  of  course, 
for  its  full  development,  needs  a  large  expenditure  ;  hence  the  opposition. 
The  party  now  in  power  contend  that  the  whole  fund  raised  for  school  pur- 
poses should  go  to  the  advancement  and  improvement  of  the  common 
schools  ;  that  mere  uniformity  throughout  the  State  is  no  very  valuable 
matter,  each  county  being  best  informed  of  its  own  peculiar  ^ncational 
wants.  Of  course  there  are  other  features,  but  bemg  of  a  political  nature 
are  not  open  to  comment  here.  The  common  school  plan  is  all,  at  present, 
that  can  be  successfully  carried  out,  and  Dr.  Van  Bokkelen's  system, 
although  good  in  many  respects,  will  doubtless  be  entirely  abolished  ;  pri- 
vate schools  will  be  left  to  furnish  the  higher  education,  and  the  competition 
and  rivalry  among  them  will  probably  be  found  sufficient  to  keep  tttem  ap 
to  the  modern  standard.  It  seems  perfectly  correct  to  use  all  the  means  at 
the  command  of  the  State  to  establish  good  primary  schools,  and  leave 
the  others  as  they  are,  until  the  common  school  system  is  perfected.  By 
trying  to  do  too  much  at  once,  the  framers  of  the  present  constitntion  have 
brought  about  a  strong  opposition,  which  has  led  to  the  overthrow  of  the  pre- 
sent elaborate  plan,  and  has,  in  a  great  measure,  prevented  many  parts  from 
being  even  attempted  to  be  tried.  In  the  21  counties  there  are  1400  school- 
districts,  1219  school-houses,  323  only  of  which  are  in  good  condition. 
Last  year  there  were  1533  teachers,  607  of  whom  were  young  women  ; 
64,193  children  were  at  school,  but  many  of  them  very  irregularly ;  the 
total  number  of  children  of  school-going  age  is  estimate  at  95,000  ;  the 
total  expense  of  the  system  last  year  was  |477,425.  In  the  city  of  Bal- 
timore there  are  88  schools,  411  teachers,  whose  salaries  amount  to  $205,- 
069.  Total  cost  of  schools  $293,902,  which,  added  to  the  cost  of  the 
county  schools,  make  $771,327  for  93,871  children.  Flortoa. — ^Thc  con- 
dition of  the  schools  of  this  State  is  deplorable.  The  average  number  of 
children,  between  the  ages  of  five  and  eighteen,  reported  between  1854 
and  1861,  was  nearly  20,000.  For  their  education  the  State  contributed 
each  year  the  pitiful  sum  of  $5,246  11.  During  the  war,  the  average  an- 
nual amount  apportioned  to  each  child  was  49  cents.  Confederate  money. 
The  only  tax  ever  levied  in  the  State  for  educational  purposes  was  one  of 
a  dollar  on  each  adult  colored  man  for  the  education  of  colored  childreo. 


1867.]  Educdiond  Intelligence,  40i 

As  might  naturally  be  expected,  the  private  schools  are  few,  and  little  if 
any  better  supported  than  the  public  schools.  At  present,  a  few  earnest 
teachers  and  others  are  endeavormg  to  overcome  the  apathy  of  the  people 
in  matters  of  education.  We  hope  their  success  will  be  equal  to  the  neces- 
sities of  the  State,  Kavsjls. — ^The  statistics  given  by  the  State  Superin- 
tendent in  his  report  for  1866  would  be  almost  incredible  if  told  of  any 
other  State  or  country ;  and  yet  the  prospects  are  that  the  present  year 
will  rival,  if  it  does  not  excel,  the  last  in  progress.  In  1865,  the  whole 
number  of  children  of  school  age  reported  from  the  721  districts  was 
45,441,  of  whom  26,341  were  enrolled  in  the  common  schools.  Last  year 
871  districts  reported  54,728  children,  with  31,258  in  school.  The  num- 
ber of  teachers  was  increased  from  899  to  1,686.  The  amount  of  money 
i-aised  for  school  purposes  was  nearly  80  per  cent,  more  than  the  year  be- 
fore, and  the  increase  in  the  valuation  of  school-houses  was  tioo  hundred 
and  Jjf  lysine  per  cent !  New  school-buildings  have  been  erected  all  over 
the  State,  and  still  the  work  goes  on.  With  im|Sroved  school-houses,  the 
people  are  demandmg  a  higher  grade  of  teachers,  and  to  their  credit  they 
show  a  willingness  to  pay  for  them.  The  average  of  teachers'  wages  shows 
an  increase  for  the  year  of  18|  per  cent,  to  women,  and  twenty-three  per 
cent,  to  men.  Besides  the  common  schools  there  are  in  the  State  83  pri- 
vate schools,  with  113  teachers  and  3,268  pupils  ;  about  a  dozen  acade- 
mies, commercial  schools,  and  other  private  or  denominational  institutions, 
with  more  ambitious  titles,  commanding  39  teachers,  and  958  pupils  ;  the 
Stat«  Normal  School,  with  three  ''  professors''  and  90  students  ;  the  State 
Agricultural  College,  with  five  professors  and  150  students  ;  and  the 
State  University,  with  three  professors  and  55  students.  The  university 
is  modelled  after  that  of  Michigan,  but  clauns  to  build  on  a  broader  basis. 
It  makes  no  distmctions  in  regard  to  the  sexes,  and  counts  it  no  small 
honor  to  the  State  that  it  should  ''  be  the  first  to  recognize  the  rights  of 
woman  in  hel*  educational  system."  The  Agricultural  College  provides  a 
Normal  course  for  those  preparing  to  teach.  It  is  located  in  the  Kansas 
Valley,  about  115  miles  west  of  Leavenworth,  and  has  an  endowment  of 
90,000  acres  of  land. 

GREAT  BRITAIN.— The  number  of  schools  inspected  last  year  was 
12,130  ;  the  average  attendance,  1,039,183  ;  the  number  of  certified 
teachers,  11,871.  A  comparison  of  the  ages  of  the  pupils  registered  in 
1856  with  those  of  1866  shows  that  in  the  first  mentioned  year  608,  and 
in  the  latter  year  653,  of  every  10,000,  were  under  four  years  of  age. 
The  numbers  between  four  and  six  years  of  age  were  respectively  1,648 
and  1,794  in  10,000.  The  proportion  of  those  under  six  was,  therefore, 
increased  from  2,256  in  1856  to  2,447  in  1866.  In  1856,  4,784  of  every 
10,000  were  between  six  and  ten  years  of  age  ;  in  1866,  the  number  was 
only  4,715.  The  proportion  of  those  above  ten  years'  old  decreased  still 
more,  there  being  in  1856,  2,960  of  that  age  m  every  10,000,  and  only 
2,838  in  1866.  The  recent  extension  of  the  right  of  suffrage  is  likely  to 
have  the  same  effect  in  England  as  in  the  Southern  States  of  our  own 
country.  Before,  the  rich  might  plausibly  argue  that  the  laboring  classes 
were  better  off  without  education.  Now,  self-interest  forces  upon  them  a 
sense  of  the  expediency,  if  not  the  necessity,  of  teaching  those,  who  may 
become  their  political  masters,  how  to  read.  A  free  school  system  will 
doubtless  soon  be  adopted,  although  a  bill  proposing  one  akin  to  the  Ame- 


408  The  Educational  MorMy.  [October, 

rican  system,  as  it  is  called,  was  recently  defeated  in  the  House  of  Com- 
mons. 

FRANCE. — ^The  proportion  of  men  and  women  unable  to  read  has 
been  reduced  more  than  ^yc  per  cent,  of  the  entire  adult  population  during 
the  past  ten  years.  Nearly  28  per  cent,  of  the  men,  and  41  per  cent,  of  the 
women  are  still  unacquainted  with  letters  ;  the  general  average  beinpr 
about  34  per  cent.  In  1864,  the  proportion  of  the  criminals  who  could 
not  read  was,  of  the  men,  36  per  cent.  ;  of  the  women,  61 — ^the  general 
average  being  40  per  cent.  In  1851  the  per  centage  was  46.  A  noble 
work  is  being  done  by  the  Society  for  the  Reformation  of  Young  Criminals. 
In  1833,  when  the  society  was  established,  the  police  reports  showed  that 
of  every  hundred  juvenile  convicts  released,  seventy-five  went  back  ta  their 
old  habits.  The  first  year's  work  of  the  society  reduced  the  number  of  re- 
lapses to  forty-six  in  the  hundred.  In  1850,  the  number  had  been  reduced 
to  seven.  In  1860  only  three  per  cent,  relapsed,  and  in  1863  but-lj  per 
cent.  During  this  time  of  the  7,651  released  convicts  cared  for  by  the 
society,  and  provided  with  houses  and  employment,  seven  ihousand  became 
good  citizens.  It  is  a  question  worth  considering,  which  are  most  profita- 
ble to  the  State,  courts  of  "justice^  looking  to  the  punishment  of  crimi- 
nals, or  homes  of  mercy,  seeking  their  reformation  through  kindness,  and 
the  prevention  of  crime  by  affording  honest  employment  to  the  poor.  The 
Society  for  the  Encouragement  of  Elementary  Education  assisted  during 
the  past  year  two  hundred  and  fifty-four  schools  for  boys  and  for  girls, 
mixed  schools,  and  schools  for  adults,  many  of  which  must  otherwise  have 
been  closed  for  want  of  means.  The  trouble  with  regard  to  the  Normal 
School  has  resulted  in  its  dispersion  by  the  Government. 

SYRIA. — The  Beyrout  Native  Protestant  Female  Seminary  in  the 
Chapel  of  the  American  Mission  numbers  eighty  girls,  representing  five  of 
the  different  religious  sects  of  Syria.  This  institution  was  the  first  school 
in  Syria  established  on  the  paying  principle,  and  with  exclusively  native 
teachers.  It  began  with  six  pupils,  and  now  has  eighty.  The  American 
Mission,  after  furnishing  education  gratuitously  for  many  years,  has  be- 
come satisfied  that  in  Beyrout  the  native  Protestant  community  is 
able  to  carry  on  the  education  of  its  own  daughters,  and  has  accordingly 
assigned  to  two  able  native  instructors  the  sole  care  'and  manage- 
ment of  this  Seminary.  The  Greek  Maronites  and  the  Greek  Catholics 
have  extensive  schools.  For  Protestant  boys  there  is  a  primary  school, 
with  ample  facilities  for  instruction,  under  the  care  of  the  American  Mis- 
sion. There  are  also  the  preparatory  department  of  the  Syrian  Protestant 
College,  with  one  hundred  boys  in  a  still  farther  state  of  advancement ; 
and  the  college  itself,  under  the  care  of  Dr.  Bliss,  with  a  full  corps  of  in- 
structors, with  its  first  freshman  class  of  eighteen  young  men.  The  Abeih 
Seminary,  a  few  hours  fi-om  Beyrout,  under  the  care  of  Dr.  Calhoun,  is 
now  overcrowded  with  pupils.  The  boys'  school  of  the  American  Mission 
in  Dier  El  Komr,  Ain  Zehalta,  El  Hadeth,  Aramoon,  Shwair,  June,  Tri- 
poli, Safeeta,  Deir  Mimas,  Sidon,  Hasbeiya,  and  Hums  are  all  in  a  pros- 
perous state.  The  girls'  school  in  Hums  has  eighty  pupils,  one  of  the 
teachers  being  a  graduate  of  the  Native  Female  Semmary  of  Beyrout,  and 
the  other  a  former  pupil  of  Miss  Hicks  in  Shimlan.  In  Safeeta  a  Protes- 
tant girl  from  Upper  Galilee  is  teaching  the  girls  and  women  in  the  oiost 
faithful  and  self-denying  manner.  . 


1867.]  Educational  IrdeUigence.  409 

INDIA. — Many  Hindoos  acknowledge  that  the  want  of  female  educa-  • 
tion  is  the  great  cause  of  the  backward  state  of  rtiaJe  education  there  :  for 
when  a  young  man  leaves  the  schools  and  colleges  which  are  now 
frequented  by  many  of  the  native  youth,  he  is  removed  from  all  the  influ- 
ences which  should  carry  on  and  complete  his  education  ;  he  returns  to  an 
ignorant  home,  to  the  unintellectual  and  low-minded  society  of  mothers, 
sisters  and  wives.  He  finds  no  true  companionship  in  these.  He,  there- 
fore, falls  to,  their  level ;  for  he  cannot,  under  the  circumstances,  raise  them 
to  his  own.  Hence  the  absolute  necessity  for  the  wide  establishment  of 
female  schools  in  India.  These  must,  at  least  for  the  present,  be  unsecta- 
rian  ;  for  no  others  will  be  tolerated  by  the  millions  of  Pagan  Hindoos. 
But  such  education,  although  denounced  by  some  well-meaning  persons  as 
being  "godless,"  has  already  accomplished  important  moral  results.  A 
gratifying  improvement  has  already  taken  place  amongst  the  Hindoos 
educated  in  these  secular  schools.  Many  of  the  abominations  of  heathen- 
dom have  been  abandoned  by  them  as  revolting  to  the  tastes  and  habits 
developed  by  their  familiarity  with  English  literature.  Thirteen  girls' 
schools  have  been  established  in  Bombay  by  a  native  scientific  and  literary 
society.  Similar  schools  are  in  operation  in  other  parts,  especially  in  the 
northern  provinces.  In  the  native  schools  fijmale  teachers  are  unknown  ; 
even  sewing  is  taught  by  men.  In  the  missionary  schools  at  Madras  it 
was  necessary  at  first  to  bribe  the  children  to  attend.  After  they  had 
come  to  appreciate  the  advantages  of  instruction  the  bribes  were  discon- 
tinued. Now  the  pupils  willingly  contribute  toward  the  expenses  of  their 
tuition. 

CHINA. — In  accordance  with  a  decree,  issued  on  the  30th  of  Decem- 
ber last,  a  regular  university  has  been  established  for  the  study  of  Euro- 
pean knowledge.  Triennial  examinations  are  to  be  held,  and  prizes  and 
appointments  conferred  upon  the  best  students.  Candidates  for  public 
offices  will  henceforth  be  required  to  show  their  proficiency  not  only  in  the 
philosophy  of  Confucius,  but  in  modern  physics  and  mathematics,  the  laws  of 
steam,  and  the  construction  of  machinery.  The  importance  of  this  innova- 
tion can  only  be  properly  estimated  by  those  who  remember  how  jealously 
China  for  ages  has  refused  to  believe  in  the  possibility  of  anything  better 
than  she  possessed,  any  knowledge  worth  having  in  which  she  was  not 
already  skillful.  The  first  examination  of  the  Government  School  at  Foo- 
Chow,  for  instruction  in  English,  took  place  last  May.  It  had  been  in 
operation  two  months,  and  of  its  thirty  pupils,  three  only  had  any  know- 
ledge of  English  when  the  school  commenced.  They  were  examined  in 
spelling  words  of  from  three  to  five  letters,  and  in  arithmetic  as  far  as 
compound  multiplication,  and  manifested  very  creditable  progress  for  the 
short  time  they  have  been  studying.  It  is  quite  a  triumph  for  a  Chinaman 
to  master  such  words  as  spring,  think,  dwell,  etc. ;  yet  they  were  pro- 
nounced with  entire  accuracy  by  most  of  the  boys.  One  pupil,  who  has 
commenced  the  study  of  grammar,  repeated  the  definition  of  orthography, 
etymology,  syntax,  and  prosody,  explained  the  different  parts  of  speech, 
and  answered  correctly  questions  put  to  him  concerning  objects  in  the 
room.  The  pupils  have  every  inducement  to  diligent  exertion,  receiving 
four  taels  per  month  while  in  the  school,  with  a  certainty  of  honorable 
positions  as  government  officers  with  liberal  pay  when  they  have  com- 
pleted their  studies. 


410  The  Educational  MmOdy.  [October, 

CDERENT    PUBLICATIONS. 

A  DECIDED  improvement  has  been  made,  daring  the  past  ten  years,  in 
the  character  of  our  popular  juvenile  literature.  The  platitudes  of 
Abbott  and  others  of  less  ability  have  been  superseded  by  the  more  natural 
and  sensible,  as  well  as  more  lively  and  entertaining,  writings  of  the  purveyors 
of  the  well  known  monthly  feasts  of  good  reading  for  our  boys  and  girk 
Good  material  for  primary  school  r^ers  has  thus,  of  late,  been  greatly 
augmented,  and  good  use  of  it  has  been  made  m  the  preparation  ci  the 
smaller  books  of  the  "  Analytical  Series.''*  The  selections  in  the  higher 
books  have  been  drawn  chiefly  from  the  works  of  recent  popular  writers,  so 
that  the  pieces  are  in  the  main  fresh  and  interesting,  and  at  the  same  time 
good  specimens  of  our  worthiest  literature.  The  last  is  no  unimportant 
matter.  Since  in  very  many,  if  not  the  most,  of  our  schools  the  reading 
books  afford  the  only  available  means  of  literary  culture,  it  is  n^essary 
that  they  afford  more  than  bare  material  for  teaching  the  art  of  reading. 
And  as  the  aesthetic  and  patriotic  influence  of  a  properly  selected  reading 
exercise  is  of  greater  worth  than  any  scientific  or  historical  instruction  that 
could  be  imparted  in  the  same  time,  and  by  the  same  means,  the  purest 
taste  and  warmest  patriotism  are  the  first  requisites  of  a  compiler  of  a 
series  of  school  readers.  That  Mr.  Edwards  possesses  these  qualifications 
in  no  small  degree,  his  readers  abundantly  manifest. 

The  lessons  in  Phonic  Analysis  are  worthy  of  careful  study.  They  are 
brief  and  practical,  though  in  our  opinion  not  always  correct.  The 
Phonic  Chart  (p.  16,  5th  R)  contains  no  sign  for  the  sound  of  a  as  beard 
in  ail.  "  A,  when  representing  this  sound,  as  in  haU,^  the  author  says, 
"  is  called  *  broad  a,'  and  the  o  in  com  is  called  '  broad  o?  One  name  is 
enough  for  a  single  sound  ;  and  we  will  call  this  *  broad  o,'  and  represent 
in  all  cases  by  bP  This  is  clearly  a  mistake.  The  sounds  are  not  one,  but 
tivo.  Like  many  other  orthoepists,  Mr.  E.  sometimes  errs  by  overlooking  the 
element  quantity  in  classifying  sounds.  Thus  a  and  6  are  alike  in  quality, 
but  different  in  quantity,  precisely  as  are  a  in  air  and  a  in  add,  which  he 
distinguishes  by  different  signs.  On  page  31  he  says,  "  Each  simple  long 
vowel,  except  o,  has  its  kindred,  or  cognate,  short  vowel.''  To  illustrate 
this  he  arranges  the  vowels  in  this  wise  : 

I         Q        «        &        a        d  il 

Using  Mr.  Edwards's  notation,  (why  couldn*t  ho  follow  some  accepted 
standard  ?)  we  think  a  true  classification  would  stand  thus  : 

6&&&a0oS 
I         6        &        6         6         0         11         Ci 

The  sound  or  a  in  a«^  having  no  "  cognate"  short  sound,  while  long  o  has, 
the  "  vanish"  being  in  some  cases  omitted,  and  the  sound  of  the  latter  con- 
siderably shortened.  The  "  Principles  and  General  Directions"  are  well 
expressed,  and  will  be  useful.  We  could  wish  that  the  pages  devoted  to 
the  "  Analysis  of  Lessons" — save  perhaps  a  single  example  or  so  in  each 

(i)Thk   Analytical   Sbribs  or   School   Rbadkks.    By  Richaxo  £owakx>s,  L.L.D.»  and  J. 
KussBLL  Wrbb.    New  York  :  Mason  Brothen. 


1867.]  Current  PuMicaiions.  411 

book  by  way  of  illastration — ^had  been  filled  with  reading  matter.  It 
seems  to  us  that  teachers  who  are  incompetent  to  conduct  a  reading  exer- 
dse  properly  without  such  assistance,  can  hardly  be  expected  to  make  good 
use  of  what  is  offered  them.  The  majority  of  teachers,  we  hope,  could  do 
as  well  without  them.  So  with  the  thirty  pages  of  the  5th,  and  the  sixty 
pages  of  the  6th  Reader,  devoted  to  biographical,  historical,  and  explana- 
tory notes.  Most  of  these  are  of  little  value.  We  question  whether  the 
classes  in  our  grammar  and  high  schools  will  be  greatly  edified  by  the  notes 
on  Washington,  Franklin,  Lincoln,  Shakspeare,  Solomon,  and  other  equally 
well-known  characters  ;  and  the  same  may  be  said  of  the  notes  on  Boston, 
Bunker  Hill,  the  Potomac,  etc.,  especially  those  in  the  sixth  reader  that 
are  copied  verbatim  from  the  fifth.  However,  these  objectionable  features 
are  few  and  slight  compared  with  the  many  excellences  of  the  scries. 

The  Fifth  Reader  of  Sanders'  Union  Series  has  been  promoted  to  the 
sixth  rank,  and  its  place  supplied  by  a  new  compilation.*  This  book  comes 
to  us  with  a  prepossessing  appearance — clear  type  and  tinted  paper.  Open- 
ing it,  our  first  glance  falls  upon  a  favorite  poem,  "The  Burial  of  Moses," 
wliich,  since  its  first  appearance  may  be  a  dozen  years  ago,  has  repeatedly 
gone  the  rounds  of  the  papers,  subject  to  the  mishaps  incident  to  such  a 
vagabond  sort  of  life.  We  have  many  times  regretted  the  typographical 
errors  which  commonly  mar  its  force  and  beauty,  but  here,  we  thought,  in 
a  school  reader,  boasting  of  "  literary  accuracy,"  we  will  be  sure  of  a  cor- 
rect version.  To  our  disappointment — shall  we  not  say  disgu$t  ? — we  find 
in  almost  every  stanza  that  to  which  "  printers'  mistakes"  bear  no  compa- 
rison— the  marks  of  deliberate  tinkering  1  A  professional  "  adapter"  of 
hymns  could  not  have  tortured  sense  and  sensibility  worse  than  has  been 
done  here.  And  this  is  not  the  only  offense  of  the  kind.  Tlie  next  poem, 
"Nathan  Hale,"  has  been  through  the  same  mill.  And  so,  in  fact,  have 
we  know  not  how  many  others.  All  that  we  have  examined  show  the  fin- 
ger marks  of  some  one  whose  self-conceit  is  vastly  in  excess  of  his  good 
sense  and  taste.  Such  mutilation  of  public  property  is  outrageous,  it  is 
crimmal — especially  in  a  school  reader.    Let  us  have  no  more  of  it. 

Much  of  "  Atwater's  Logic"*  strikes  us  as  belonging  to  the  inutilities 
and  curious  triflings  of  its  craft,  and  should  have  been  omitted  as  above 
the  reach  of  pupils  and  beneath  the  notice  of  true  educators.  In  some 
important  points,  (for  instance  the  nature  of  the  Copula,)  it  has  not  struck 
bottom,  and  in  others  it  seems  to  us  logically  false.  It  is,  however,  gene- 
rally clear  in  its  statements  and  methods.  The  publishers'  work  is  well 
done. 

We  regret  to  find  the  cardinally  vital  topic  (Invention)  in  this  fairly 
useful  book*  treated  in  the  stupid,  conventional  way,  Avithout  one  reference 
to  tjie  actual  needs  of  a  young  mind,  one  direction  in  the  art  of  observa- 
tion, one  help  toward  distinguishing  its  original  knowledge  from  its  mere 
learning,  one  hint  on  the  verification  of  its  thoughts.  The  treatment  of 
this  subject  is  crude  and  superficial,  utterly  unworthy  of  the  actual  posL- 

(3)  Union    Fifth    Rbadbs.    By  Charles  W.  Sanders,  A.M.     New  York :    Ivison,  Phinney,  ' 

Blakeman  &  Co. 

(4)  Manual  of  Elementary  Logic    By  Prot  L.  H.  Atwater.    Philadelphia  :  J.  B.  Lippincott 
&  Co.    Price  $t  50. 

(5)  Advanced  Course  of  Composition  and  Rhetoric.    By  G.  P.  Quackenbos,  A.M.    New 
York  :  D.  Appleton  &  Co. 


412  The  Ediwaticml  Monthly.  [October, 

* 
tiou  of  the  work  ia  our  academies.  All  the  exercises  of  the  Discursive 
faculty  are  lumped  under  one  head  of  "  Amplification.''  What  directness 
or  promptitude  in  practical  thinking  can  ever  proceed  from  such  sprawling 
statement  ?  The  comparative  values  of  the  several  Discursire  forms  of 
thouj^ht  are  never  hinted  at— the  recognition  of  which,  it  is,  that  marks 
the  philosopher  from  the  gossip.  There  is  no  presentation  of  that  one 
natural  Method  in  the  investigation  and  the  exposition  or  "  composition" 
of  one  exercise,  which,  in  itself,  is  one  of  the  very  elements  of  intellectual, 
rhetorical  and  practical  power.  That  Method  is,  1st,  Analysis  ;  2d,  Ef- 
fects ;  3d,  Causes  ;  4th,  Position,  Time,  &c.  What  little  is  given  is  in- 
deed helpful  ;  but  the  fundamental,  vital  laws  of  "  Invention,"  (a  lying 
and  harmful  term,  by  the  way,  better  superseded  even  by  "  Discovery,") 
— laws  whicli  the  child,  tliough  unconsciously,  obeys  as  certainly  as  the 
scientist,  and  which  youth  can  easily  understand  and  employ,  these  are 
ignored.  Let  the  author,  or  some  one  else,  try  another  hand  at  this  im- 
measurably important  work. 

Atwell's  EprroME  op  Elocution*  is  a  neat  little  book  containing  a  dozen 
pages  or  so  of  rules  and  illustrations  of  the  principles  of  elocution,  and 
about  seventy-five  more  of  selections  suitable  for  practice  in  reading  the 
various  styles  of  prose  and  poetry.  The  selections  are  generally  well 
adapted  to  meet  the  end  in  view,  and,  the  author  thinks,  are  sufficiently 
numerous  "to  be  of  use  to  the  teacher  or  student.'* 

The  literary  remains*  of  Mr.  Childs  will  exert  a  wholesome  influence  upon 
the  young,  the  young  teacher  especially,  by  virtue  of  the  high  tone  and 
earnest  student  spirit  which  inspires  them.  Mr.  Childs  was  a  young 
teacher  of  rare  promise,  and  had  he  lived  to  maturity,  he  would  have  left 
his  impress  upon  the  time  as  he  did  upon  the  hearts  of  his  pupils  and 
associates.  The  noble  qualities  which  characterized  his  life  show  also  in 
his  writings,  and  make  them  in  a  measure  as  iuspu*ing  and  encouraging  as 
was  his  personal  influence. 

In  ''  The  Man  with  the  Broken  Ear,"*  M.  About  gives  a  humorously 
philosophical  story  of  a  French  Officer  frozen  to  death  in  one  of  Napoleon's 
Campaigns,  and  resuscitated  from  his  Rip  Yan  Winkle  sleep,  after  the 
lapse  of  fifty  years.  Of  course  he  finds  things  somewhat  different  from 
what  he  left,  and  cannot  readily  comprehend  the  social  and  political 
changes  that  have  taken  place.  The  contrast  between  the  spirit  of  the 
Napoleonic  age  and  that  of  the  present,  is  finely  shown. 

We  are  so  apt  to  look  upon  the  Russian  people  as  in  a  measure  without 
the  pale  of  civilization,  that  the  announcement  of  a  Russian  book  strikes 
us  as  something  anomalous.  Nevertheless,  we  have  in  "  Fathers  and 
Sons,"  •  a  Russian  book,  so  portraying  Russian  life,  that  it  is  thought  wor- 
thy of  a  place  among  the  best  productions  of  the  tune. 

(6)  Principlrs  ok  Elocution  and  Vocau  Culturb.    Rer.  B.  W.  Atwkll.    Providence :  Bangt 
Williams  News  Co.    Price  750. 

(7)  Essays  on  Education  and  Culturr.    By  C.  F.  Childs.    Sl  Loait:  E.  P.  Gray.    New 

York  :  J.  W.  Schermerhorn  &  Co.    Price  |i  25. 

(8)  The  Man  with  the  Broken  Ear.    Translated  from  the  French  of  Edmund  About.    New 
York  :  Leypoldt  &  Holt     i2mo.    $i.y>. 

(9)  Fathers  and  Sons,  Translated  from  the  Russian  of  Tuixenef,  by  Eucm  Sanmnt,  Ph.  D. 
New  York ;  Leypoldt  &  Holt    lamo.    |i.5a 


1867.]  Science  and  the  Arts.  413 

SCIENCE  AND  THE  ARTS. 

A  CURIOUS  question  was  discussed  at  a  recent  meeting  of  the  British 
Rojal  Geographical  Society.  Sir  Henry  Rawlinson  expressed  the 
opinion  that  the  Sea  of  Aral — a  body  of  water  having  an  area  three 
times  the  size  of  Massachusetts — had  no  existence  during  the  long  period 
between  600  years  before  Christ  and  600  years  after,  and  the  rivers  Oxus 
and  Jaxartes,  now  flowing  into  it,  both  flowing  into  the  Caspian  Sea.  He 
said :  '*  The  sea  first  comes  into  notice  in  the  seventh  century,  and  these 
two  are  spoken  of  for  several  hundred  years  as  emptying  into  it.  Another 
change  seems  to  have  occurred  between  1300  and  1500,  and  the  rivers 
again  flowed  into  the  Caspian  Sea  ;  but  since  the  latter  date  they  slowly 
changed  their  channels  till  they  found  an  outlet  in  the  Sea  of  Aral.''  This 
theory  was  combated  by  Sir  Roderick  Murchison,  the  geologist,  who  aflBrm- 
ing  that  the  mere  absence  of  allusion  to  the  Sea  of  Aral  was  no  proof  of 
its  non-existence,  and  citing  the  geological  evidences  that,  whatever  changes 
the  sea  had  undergone,  they  must  have  occurred  long  before  the  birth  of 
history  or  tradition.  Sir  Henry  Rawlinson,  in  reply,  said  that  evidence 
exists  in  the  writings  of  the  fourteenth  and  fifteenth  centuries,  that  a  com- 
mon highway  of  travel  from  Europe  to  Asia  passed  directly  over  the  re- 
gion now  covered  by  the  waters  of  the  Aral.  His  opponent  admitted 
that  such  evidence  would  be  conclusive.  Here  the  debate  ended,  with  the 
understanding  that  Sir  Henry  is  to  collect  and  publish  the  proofs  of  his 
assertion. 

— An  important  geographical  work  is  about  to  be  executed  under  the 
superintendence  of  the  War  Department  at  Vienna.  The  old  sea  charts 
of  the  Adriatic  being  now  very  untrustworthy,  the  minister  has  or- 
dered the  Geographical  Institute  to  fit  out  an  expedition,  in  connection 
with  the  Academy  of  Sciences,  for  the  purpose  of  making  a  careful  survey 
of  the  Austrian  coasts  of  that  sea.  The  Italian  Government  has  also 
been  communicated  with  on  the  subject,  and  is  preparing  a  similar  expedi- 
tion for  surveying  the  Italian  coast. 

— Picrri,  the  French  chemist,  has  re-examined  the  grasses,  and  has  ap- 
parently thrown  new  light  on  the  agency  of  sillica,  which  was  once  erro- 
neously supposed  to  give  the  stalk  its  rigidity.  He  finds,  on  the  contrary, 
that  in  the  wheat  plant  the  sillica  accumulates  chiefly  in  the  leaves,  and 
least  of  all  in  the  hard  knobs  or  joints  of  the  stalk  ;  the  latter  containing 
less  than  one-seventh  as  much  as  the  leaves,  and  the  stalk  between  the 
joints  less  than  one-fourth.  Hence,  the  more  sillica  the  more  leaf,  the 
more  shade,  the  less  hardness  in  the  stalk,  and  the  greater  liability  to  break 
down  or  "  lodge.'' 

— ^The  engraver  on  grass  is  often  at  a  loss  for  utensils  to  hold  his  acid, 
but  Stolba  mentions  that  glass  and  porcelain  vessels  are  protected  froni  the 
action  of  hydrofluoric  acid  by  a  thin  coating  of  paraffin,  which  is  put  on  by 
carefully  cleaning  and  heating  the  vessel  and  melting  some  paraffin  in  it,  and 
moving  it  until  the  whole  surface  is  covered,  when  the  excess  of  paraffin  is 
poured  off.  By  this  plan  both  lead  and  gutta  percha  vessels  may  be  dis- 
pensed with. 

— At  a  meeting  of  the  California  Academy  of  Natural  Sciences,  Mr. 
Gutzkow  presented  a  sheet  of  chemically  pure  silver,  three  feet  in  diame- 


4U  The  Educdimd  Monthly.  [October, 

ter,  three  ounces  in  weight,  and  as  thin  as  fine  paper.  The  color  was  beau- 
tifully white,  and  the  texture  like  fine  lace.  This  sheet  was  made  by  mixing 
solutions  of  protosulphate  of  iron  and  sulphate  of  silYer  in  a  large  dish. 
The  silver  rose  to  the  surface,  and  there  formed  into  a  sheet.  SuccessiTe 
sheets  will  rise  with  each  stripping.  This  easy  mode  of  obtaiuiug  chemi- 
cally pure  silver  is  of  much  practical  value. 

— M.  Maygrier,  Secretary  of  the  Agricultural  School  at  Saulsaie,  has 
just  published  a  critical,  historical,  and  bibliographical  memoir,  upon  the 
remedies  for  hydrophobia  from  the  sixteenth  century  to  the  present  time. 
This  is  a  resume  of  the  opinions  of  the  most  competent  authors,  and  is 
summed  up  in  four  propositions  :  1 .  Hydrophobia  is  incurable,  and  is  yet 
waiting  its  specific  ;  2.  There  is  no  certain  prophylactic  for  hydrophobia  ; 
3.  The  best  protection  lies  in  a  knowledge  of  the  precursory  symptoms  in 
the  dog,  as  they  are  given  by  Youatt,  I5oulay,  and  Sanson  ;  4.  When  a 
person  has  been  bitten  by  a  mad  dog,  the  wound  should  be  at  once  deeply 
cauterized  with  an  iron  heated  to  a  white  heat,  or,  in  default  of  this,  by 
the  most  powerful  caustics,  of  which  the  muriate  of  antimony  is  the  best. 

— Professor  Halford,  of  Melbourne,  in  a  paper  in  the  British  Medical 
Journal  upon  the  subject  of  the  poison  of  the  cobra  di-capello,  indicates 
some  important  points  in  regard  to  the  action  of  the  poison.  He  has 
found  that  the  immediate  result  of  the  poison  is  to  develop  in  the  blood  a 
number  of  corpuscles  of  living  "  germinal  matter,"  which  increase  in  great 
numbers,  till  at  length  they  constitute  the  bulk  of  the  blood.  These  cells 
appear  to  be  of  a  vegetable  growth,  and  by  their  number  they  so  com- 
pletely absorb  the  oxygen  of  the  blood  that  the  person  poisoned  may  be 
said  to  die  of  asphyxia. 

— A  simple  method  has  been  brought  forward  by  Dr.  Schwarz,  of  Bres- 
lau,  for  preventing  the  poisonous  influence  of  lead  pipes  on  water,  by  form- 
ing, on  the  inside  surface  of  the  pipes,  an  insoluble  sulphuret  of  lead, 
which  has  proved  so  eflTective  that,  after  simple  distillation,  no  trace  of 
lead  can  be  detected  in  water  which  has  remained  in  the  pipes  for  a  long 
time.  The  operation,  which  is  a  very  simple  one,  consists  in  filling  the 
pijKJS  with  a  warm  and  concentrated  solution  of  sulphuret  of  potassium  or 
sodium  ;  the  solution  is  left  in  contact  with  the  lead  for  about  fifteen  min- 
utes. Commonly,  a  solution  of  sulphur  in  caustic  soda  will  answer  the 
purpose,  and  produce,  practically,  the  same  results.  It  is  known  that  sul- 
phuret of  lead  is  the  most  iuf^oluble  of  all  compounds  of  lead,  and  nature 
itself  presents  an  example  which  justifies  the  theory  of  Dr.  Schwarz,  since 
water  extracted  from  the  mine  of  Galena  does  not  contain  lead,  a  fact 
which  has  often  occasioned  surprise. 

— ITie  manner  in  which  species  of  the  floral  kingdom  are  accidentally 
disseminated  over  wide  regions  is  shown  by  the  fact,  that  in  the  Exposition 
gardens  a  great  variety  of  plants  foreign  to  France  have  sprung  up  under 
the  walls  and  around  the  building.  The  seeds  from  which  these  new  ac- 
quisitions to  the  natural  flora  have  germinated  were  conveyed  to  Paris  in 
the  packing  of  the  articles  sent  from  various  countries. 

— Professor  Agassiz  says  that  the  Amazon  does  not  form  a  delta, 
because  the  ocean  encroaches  on  the  shore  ;  the  process  of  washing  away 
the  coast  is  so  rapid  that  no  hydrographic  works  can  be  undertaken 
by  the  Brazilian  Government,  except  at  a  distance  from  the  shore,  and 
with  the  prospect  of  having  to  rebuild. 


B»SS'8  OoffiPOSIflON  P^fiB. 

Th«TMclierwliohu»diiMf«dMlretoIiBproT«  bJs  popils  la  "Good  En^Uh,**  will  1mt«  aa  InralcMUe  aid  In  Mr. 
Rider**  iiMthodof  eonrteting  compoiltioiM.  Under  the  <Hd  plen  the  teeeh«  pMees  wvary  ead  elmoet  prolltlees  boon 
wrUittff  CHi  eorrtttiimt  whkfa  may  not  be  nnderstood  by  the  pupil,  even  if  be  talce  the  trouble  to  reed  them. 

The  prinei|de  embodied  in  Bider'e  Composition  Pi^wr  is,  thet  the  pupil  end  not  the  teaclier  iheil  correct  the  composl* 
tlon.  At  the  bead  of  the  page  ii  a  table  of  usages,  rules,  and  laws  which  are  liable  to  be  neglected,  each  appropriately 
numbered  or  lettered.  The  work  of  the  teacher  is  to  underline  or  bracket  the  faulty  words,  and  place  in  the  margin  a 
symbol  which  shall  direct  the  pupQ  to  tlM  proper  item  In  the  table.  Then  the  papll  can,  at  his  leisure,  examine  and 
analyse  the  priuciifle  violated,  and  make  necessary  corrections.  Thus  he  ineritably  become  technically  and  thoroughly 
fkmiliar  with  the  requirements  of  the  English  Language. 

As  a  time-saring  inrention  Ibr  the  teacher  It  is  most  important,  besides  reducing  cwnposltlon  to  a  sdentiflc  method. 

The  tables  are  neatly  printed  at  the  head  of  letter-pi^r,  properly  ruled  with  blue  and  red  lines. 

First  Series  is  intended  for  such  beginners  in  the  Art  of  Composition  as  may  be  careless  in  penmanship,  In  spell- 
ing, in  the  use  of  capitals,  etc.,  etc.  Its  proper  use  will  prereut  the  pupil  from  falling  hato  habits  of  indiiforence  to  tlM 
■cores  of  little  faults,  which  are  ea^  to  acquire  but  difficult  to  mend. 

8ec«Bd  Series  reviews  the  greater  points  of  the  Jlrtt  and  attends  to  selection  of  words,  grammatical  construction, 
formation  of  sentences,  paragraphing,  condensing,  etc., etc. 

Third  Series,  without  forgetting  the  eirors  corrected  in  the  Jtrri  and  mooiuI,  has  reference  to  Bhetorical  correct* 
ness  and  elegance,  and  the  cultivation  of  the  very  best  style  of  finished  £ngUsh  Composition. 
PRICE,  FEB  QUIRE,  BY  EXPBESS SO  cents.  |  SPECIMEN  SHEET,  BY  MAIL,  PBEPAID  .    6  omts. 


CLEVELAND'S  STANDARD  SERIES. 

L  A  Ctompendimn  of  Xinglish  laterature, 

CHRONOLOGICALLY  ABBANGED.  FROM  SIB  JOHN  MANDEVILLE  TO  WILUAM 
COWPEB.— 776  pages. 

n.  English  Uterature  of  the  Nineteenth  Century, 

BMBBACINQ  THE  CHIEF  DECEASED  AND  LIVINO  AUTHORS  OF  THE  FIRST  HALF  OF  THE  KINS- 

TEENTH  CENTUBY.-778  pages. 

IZL  A  Compendium  of  American  literature, 

UPON  THE  SAME  FLAN,  EMBBACINO  THE  CHIEF  DECEASED  AND  LXYINQ  WBITEBS  OP 
OUB  COUNTBY.-784  pages. 

nr.  A  Compendium  of  dassical  Uterature, 

CONSISTING  OF  CHOICE  EXTBACT8,  TBANSLATED  FBOM  THE  BEJ?T  GREEK  AND  BOMAN  WBITBRSk 
WITH  BIOGRAPHICAL  SKETCHES.  ACCOUNTS  OF  THEIR  WORKa  ETC.,  ETC.-622  pages.     ^^ 

PAST  L—Ortek:  from  Homer  la  Longiniu,       PAST  II— Latin :  from  PUmiut  to  BoilMus, 

V.  The  Poetical  Works  of  John  Milton,  With  ms  Life  ; 

PBELIMINABY DISSEBTATIONS  ON  EACH  POEM  :  NOTES  CRITICAL  AND  EXPLANATORY;  AN  IN- 
DEX TO  SUBJECTS  OF  PARADISE  LOST ;  AND  VERBAL  INDEX  TO  ALL  THE  P0EMS.-«i8  page*. 

VX  Hymns  Ibr  Schools,  With  Appropriate  Selections  from 

SCBIPTUBB,  AND  TUNES  SUITED  TO  THE  METBES  OF  THE  UYMNS.-270  pages.    ISmo. 

The  Hymns  in  this  collection,  oneadiq>ted  to  each  day  of  the  year,  have  heen  careAiUy  selected  by  Professor  Clerelattd. 

Most  of  them  are  familiar,  and  will  be  loved  and  suns  as  long  a«  the  English  language  endures.    He  uses  only  a  few 

teod  old  tunes,  easy  to  be  sung,  and  favorites  with  aU  denonunAtUins.    in  hterary  merit  and  poetic  excellence  it  is  th« 

test  selection  of  Sacred  Lyrics  extant. 

These  books  are  recommended  by  the  first  scholars  and  educators  of  oor  land,  and  are  used  extraslrely  in  onr  high 
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FISCHER'S  ]VE1¥  LATIN  BOOK— Part  I. 

This  book  rerolntionisee  the  study  of  Latin.    It  presents  a  Nxw  method.    It  does  not  dolm  to  open  op  a  "Royal 
•ad  to  learning '*  nor  will  it  yield  a  perfect  knowledge  of  Latin  in  "  six  easy  lessons  ;"  but  it  will  aid  the  pupil  to  ao- 

lire  the  Latin  ian "~ '"^ ' *■      "'"   "-»^"--"— — ' — ' 1— .-..^-« 

'  Andent  Rome." 


lire  the  Latin  language  by  the  most  natural  method  possible,  "  short  of  hearing  it  spoken  in  the  Forum,  or  at  the  baiha 
'  '  '  "      i."    It  is  highly  commended  by  some  of  the  best  teachers  and  scholars. 


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vised, ro*8tereotyped,  and  in  appearance  is  equal,  if  not  superior,  to  any  school  book 
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in  which  he  gives  many  valuable  hints  respecting  the  proper  methods  of  using  it  in 
the  schools.  The  original  preface,  hy  the  author,  has  been  restored,  stating  the  plan 
and  purpose  of  the  work,  and  showing  that  it  proceeds  stiictly  on  the  prindplesof 
induction  and  analysis,  and  also  the  fact  that  the  author  appreciated  and  applied  to 
arithmetic  the  "Object  Lesson"  system  of  teaching,  now  so  popular  in  other  branches 
of  study.  A  carefully  prepared  Introduction  to  Written  Arithmetic  has  been  added 
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j£  Magazifie  publMied  every  Saturday  in  Boaton*  eontatnlng  th".  heat  Jteriewa,  Critic 

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EXTRACTS  FROM  NOTICES. 
Fnm  tht  Utt  Prttldmt  •f  tht  Unittd  Statti^  Jthn  Quintj  Adams. 
*^  Of  all  the  periodical  Joarnab  devoted  to  literature  and  tcience  which  abound  in  Europe  and  in  tliit  coantrj, 
*■  The  Living  Age  *  has  appeared  to  me  the  moet  uaefuU** 

Fnm  Bru.  Htnrj  Ward  Bttchtr,  Maj  xi,  1867. 
**  Were  I.  in  view  of  all  ;(the  competitors^  now  in  the  field,  to  choose,  I  should  undoubtedly  choose  *  The 
Lir'ng  Age.     There  is  not,  in  an/  libraiy  that  I  know  of,  so  much  instructive  and  entertaining  reading  in  the 
tame  number  of  rolumes/* 

Fnm  G**ri§  Tithntr, 
**  I  have  never  seen  an/  aimllar  publication  of  equal  merit." 

Fnm  tht  Nno  TTi  Tlmtj, 
**  The  taste,  judgment,  and  wise  Uct  displayed  in  the  selection  of  articles  are  above  all  praise,  because  the/ 
have  never  been  equalled.^* 

Fnm  th$  N«w  T»ri  Indtffndntt, 
*'  No  one  can  read,  from  week  to  week,  the  selections  brought  before  him  in  *  The  Living  Age,*  without  be. 
coming  conscious  of  a  quickening  of  his  own  faculties,  and  an  enlargement  of  his  mental  horizon.  Few  private 
libraries,  of  course,  can  now  secure  the  back  volumes,  sets  of  which  are  limited  and  costl/.  But  public  Ubrariea 
in  towns  and  villages  ought,  if  possible,  to  be  furnished  with  such  a  treasury  of  good  reading,  and  individuals 
may  begin  as  subscribers  to  the  new  series,  and  thus  keep  pace  in  future  with  the  age  in  which  they  live.** 

Fr»m  th$  Hvmt  yutrnal^  Ntw  T»rh. 
*^  ^  Tenderloin,*  *  foie  gras  *  are  phrases,  we  believe,  which  express  the  one  most  exquisite  morsel.    By  the 
selection  of  these  from  the  foreign  Reviews— the  most  exquisite  morsel  from  each— our  fnend  Littell  makes  up 
hia  dish  of  *  Living  Age*    And  it  tastes  so.    We  commend  it  to  all  epicures  of  reading  ** 
Fr9m  tht  Sfringfild  (Mass.)  RtfuUltaa, 
^*  We  can  do  those  among  our  readers  who  love  sound  and  pure  literature  no  better  service,  than  by  referring 
them  to  this  sterling  week^.     It  is  decidedly  the  best  magazine  of  iu  class  published  in  the  United  Sutes,  If 
not  in  the  world.** 

Fnm  tht  B»stm  Ptst, 
**  Among  all  the  periodicals  that  are  published  in  magazine  form,  we  know  of  none  that  surpasses  in  intrinsic 
value  Littelrs  *  Living  Age.*    It  combines  essays  f^m  the  best  writers  upon  all  the  great  subjects  of  the  day,-- 
literary,  political,  and  scientific,—  with  a  pleasing  variety  of  lighter  topics.    We  venture  to  say  that  in  no  other 
form  can  a  work  of  siailj^  character  be  found  of  equal  merit  or  at  so  moderate  a  price.** 
Fnm  tht  CitgrtiaHwalist^  Btsfa. 
**  No  better  present  can  be  made  for  the  enjoyment  of  a  family  circle  through^e  year  than  a  year*s  subscrip- 
tion to  *  Littell*s  Living  Age.*    It  is  always  well  filled  with  instructive  articles  on  science,  philosophy,  theology 
from  the  Reviews,  stones  by  the  most  popular  writers  from  the  Magazines,  choice  poems,  bnef  biographies,  and 
a  selection  of  tid-bits  of  the  most  entertaining  character.    The  bound  volumes  for  the  past  year  (i865)  are  among 
the  fflo.t  valuable  books  on  our  shelves.** 

Fr^m  tht  LtaiisvilU  {Kj.)  JmramL 
**  The  amount  of  matter  annually  fUmished  is  very  large  indeed,  and  the  quality  is  very  superior.  The  edi« 
torial  department  is  conducted  with  great  tact  and  ability.  The  finest  articles  which  appear  in  the  Forein 
Reviews  and  Magazines  and  newspapers,  together  with  imporunt  articles  from  American  newspapers,  appear  In 
iu  columns.  We  are  glad  its  success  is  so  great  as  it  is  ;  for  it  deserves  to  count  its  subscribers  by  the  ten 
thousand.** 

Fnm  tht  Cintinnati  DaUj  Timts, 
**  The  selections  are  of  a  high  order  of  merit,  and  afford  an  agreeable  variety,  being  confined  to  no  particular 
department  of  literature.     There  is  the  grave  and  the  gay,  both  of  orose  aikd  poetry,  all  in  the  most  beautUiil 
and  finished  style.     Every  general  reader  should  take  the  *  Living  Age^  if  he  wishes  to  become  acquainted  with 
the  world  around  him,  and  pn^ress  with  it.** 

Fnm  tht  Philadtlfhla  Prtss. 
**  The  volume  for  October.  November,  and  December,  x866  (being  the  third  onarteriy  of  the  fourth  series  and 
the  ninety  .first  of  the  whole),  fully  maintains  the  high  character  of  the  work.  It  contains  the  following  serials : 
«  Nina  Balatka  *  and  '  Sir  Brook  Fosbrook,*  from  *  Blackwood.*  *  Madonna  Mary  *  from  '  Good  Words.^  *  VU- 
lage  on  the  ClifiT  from  the  *  Comh:U  Magazine  i*  and  *  Old  Sir  Douglas  *  fh>m  *  MacmilUa.*  *  The  Living  Age,* 
we  repeat,  is  a  library  in  itself,  worthy  o^  its  hiih  repute.** 

Fnm  a  Cltrijman  •/  Massachusttts  •fwmch  littrarj  ctltbrltj* 
*'*■  In  the  formation  of  my  mind  and  character  I  owe  as  much  to  *  The  Living  Age  *  as  to  all  other  meant  of 
education  put  togetlier.** 

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WITH    ORIGINAIi    DESIGNS    BY    THOMAS    NAST 


Analytical  First  Header ^  80  pageSf  16mo.    JPrice  28c. 
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0«  Hlstorloal,  Blogrraplileal,  and  Explanatory  Notes*  containing  much  valuablt 
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Ha^  price  for  examinatUm  and  introduction, 

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The  attention  of  Temcheri  is  directed  to 

CHASE  AND  STUART'S  CLASSICAL  SERIES, 

EDITED   BY 

THOMAS  CHASE,  A.M.',  Prof,  of  ClMsioal  Literature,  HaTerford  College. 

GEORGE  STUAKT,  A.M,  Prof,  of  the  Latin  Language,  Central  High  School,  Philada. 

THS   Sl&nS,  WRXV  OOKPLSTX,  WILL  00V8I8T   Of 

CAESAR'S  COMMENTARIES,      CICERO'S  ORATIONS, 
VIRGIL'S  AENEID,  HORACE,  and  SALLUST. 

The  Publishers  claim  peculiar  merit  for  thii  edition  of  the  Classios,  and  beg  leare 
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PURITY  OP    TEXT. 

JUDICIOUS  ARRANGEMENT  OF  THE  NOTES. 

BEAUTY  OF  MECHANICAL  EXECUTION. 

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The  text  has  been  carefully  compared  with  that  of  Eraner,  Oehler,  Nipperdej,  and 
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the  author. 


(NOW  READY.) 

CAESAR'S  COMMENTARIES 

ON  THE  GALLIC  WAR,  with  Explanatory  Notes,  by  Gborqb  Stuaet,  A.M.,  Pro- 
fessor of  tho  Latin  Language,  Central  Iligh  School,  Philadolphia.  16mo.  264  pages. 
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THE   &XrB&EHCBS   IN  THIS  VOLUMS   A&E  UADB   PA&TIALLT  TO 

HABKNESS'S   LATIN   GRAMMAB 

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VIRGIL'S  AENEID, 

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In  Pbipakation  :  Editions  of  CICSBO,  HORACEy  and  SAXIiUST. 


Martindale's  History  of  the  United  States. 

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THE  YOUKG  STUDENT'S  COMPANIOM; 

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ELEMENTARY  LESSONS  AND  EXERCISES  IN  TRANS- 
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A  MANUAL  OF  ELOCUTION, 

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A  GRAMMAR  OF  THE  ENGLISH  LANGUAGE. 

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OUR   DESCRIPTIVE    CATALOGUE,  CONTAINING  A  UST  OF 

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New  Series.  JANUARY,  1867.     Vol.  VIII ,'  No.  4. 


Tin: 


NEW  YOKK  TEACHER: 


<ii:«:an  op  Tiin 


^m  ^orU  $tatc  JTcaclwrs'  ^^^ocitiation, 

.v.s:-  "'t    '11  r. . 

J)KI'ATIT.MI:NT  ok  I'ilW.IC  instutctiox. 
*'Y[(irra  ^jxiit'/.^^  .-  •    r)  xa'/Av  xiL~iyj7i'.  — I'Ai.'L. 

•  • 

.lAMMS  CiJ  ilCSlIANK.  LL.   !).,   IImv-.i. 

J::w<»«.kI.VN 


A»soc»iuio  Editors: 

,    i)IlN  W.  Ill  I.KI.r.V.  V-  "'.•y...  A   t.    •..:  !:-.\i\.  I'..-  .'  ••.!-., 

E15WARI>  n<»i:tii.  «  :••..• .  '■  \i:y  a  imi'I  :•:■,.  a  •.:.>. 

'      SAMUKL  <i.  \\nJ.lAM-,  l::i.i.  .»«'i:\  S.  J. ••-■•I.  K.  r..:V.i  ... 

EDWAUI)  S'.!:ill,  S  !.i    .--.  I'AM!'  r.::\  !  ill:.  ;>-.«.ki:'u. 

!      THOMAS  K.  lU.lA  II-  '.-.  I.:.  .  t.  !  I  V.\U1»  :iA  SI . 'C  Ml,  'Ir-.y 

I      ANOJIKU'J.  1.  *Nu.  v....   :.>.  .ii'-!  :  II  .iiN!.^  I..  .-•.!>, 

EMILV  A.  i:'«i:.  urv.-/..  .:«'I:n  •••    il«.-!.-.  J»-.-..|.-. 

I                                         .am::-'  h.  i.ii.ii-:-:.  :.i:...i. 


VOLIMK  XVI. 

•• 

ALliANY: 

• 
• 

; 

J. 

1 

Ml 

N 

STIIKKT. 

TT'IKMS: — S  l.GO  a  Voir,  in  Advance. 
;?€•■  Crtm:r.Qii;«:iti.>ji-  ii.*-;:.!'-.!  :' t  '.i.'- ti.nif  ^^•  u'.i  ^•v  :iV  •:••-«• '.1  r.r.i-U'.y:!.  N    \.      1 


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Central  Ofnce,  419  A  431  Broadway, 

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DIBECTORS: 

Hon.  E.  D.  morgan.  EDWARD  B.  BULKLEY, 

[U.  S.  Senator^  Xew  York  City.  LRawHon,  Bulkley  &  Co.,]  X.  Y.  City. 

Hon.  HORATIO  SEYMOUR,  JUSTUS  O.  WOODS. 

[Kx-Goveruor  N.  Y.,1  Utlca.  [With  Wheeler  &  Wilson,]  Stateu  I-land 

Hon.  n.  H.  VAN  DYCK,  J.  W.  BRADLEY, 

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Bridgeport,  Ct. 

Hon.  ER ASTl'S  BROOKS,  JOHN  H.  FRENCH,  LL.D.. 

[Editor  N.  Y.  Exprefsi,]  Staten  Island.  [Prof.  State  Norm:il  School,]  Syracuse. 

Hon.  WM.  T.  COLEMAN,  •       HENRY  SAUSBURY,  Esg., 

[W.   T.  Coleman  «fc   Co.,N.  Y.  City,]       No.  173  Broadway,  New  York  City. 
Yonkere.  , 

Hon.  V.  M.  RICE,  9  GEORGE  L.  BULKLEY, 

[Supt,  Pub.  Ins.  N.  Y.  State,]  Buffalo.  [ItiWBon,  Bulkley  &  Co.,]  N.  Y.  City. 

A.  N.  GUNN,  M.  D.,  JOHN  F.  TROW. 

[Ex-Health  OtT.  of  Port,]  New  York  City.       [J.  F.  Trow  &  Co.,  Printers,]  N,  Y.  City. 

T.  S.  LAMBERT.  M.  D..  EMERSON  W.  KEYES.  E«q., 

[Author  An.,  Phys.,  Hyg.,  &c.,]  PcckaklU        [Dep.  Supt,  State  B*k  Dept.,]  Albany. 

B.  F.  BANCROFT.  WM.  H.  WOOD. 

[Canh.  Nat.  IVink,  Salem,]  Salem.  [W.  Wood  A  Co.,  Puhlleh's,]  N.  Y.  Hty. 

CHARLES  H.  FROST,  GEORGE  BLISS.  Ju.,  E.«iq., 

[FroHt  &  Southard,  N.Y.City,]  PeekskilL       [BHp«  &  Cadwallader,  C.  &  Att«».,]  N.  Y. 

City. 

KXECUTXVE  BOARD. 

Hon.  ^^CTOR  M.  RICE,  Proi«ideut.  A.  N.  (JUNN.  M.  D.,  Surpeon  in  Chief. 

T.  S.  LAMBERT,  M.  D.  Ag^nt  in  Chief         B.  F.  BANCROFT,  Esq., "Treasurer. 
[Vice  Pres.J 

J.  PIERPONT,  Jr.,  Sccrctarv.  Pri»f.  JOHN  PATERSON,  Advisory  Actuary. 

GEORGE  BLISS,  Jr.,  Couur«ellor. 

Prof.  ALONZO  CLARK,        Prof.  AUSTIN  FIJNT,        Pn)f.  AURED  C.  POST. 

Consulting  Surgeons. 

ThU  ("ompauy  i*  now  prepared  to  insue  all  the  varieliei^  of  Life  and  Endowment 
Policies,  Komo  ot  I  hem  with  iinui*n»l  advantages.  e*«i>ocially  to  '*  Best  Lives." 

It  will  al!»o  Nsue  several  now  varieties,  embracing  nistinctlve  and  veri-  valuable  featnri**. 

Organized  fir  tin-  purpose  of  presentlug  these  new  plans  to  tlie  Public,  ii  Is  anxious  10 
have  them  cxamini'd. 

FouuTii  New  Fkati'iik.— The  Company  will  charge  a  premium  according  to  o/Mhe 
cirrumittam'f^it  of  each  Life,  not  alone  tluij'e  of  ago  and  health.  A  favorable  CKm^tii>tihiH, 
inUJHtit'iir4\\mT\\c\\\tiT\y\n  hygienic  matters,  rt  ft'idt  m.'t\  rorrt/>f>«  and  fmbUf,  beintr  very 
essential  elements  of  longevity,  dimini^th  the  cost  of  lusurance:  tlie  pos-eselon  of  them 
by  the  Insured  should  not  accrue  entirely  to  tlie  advnnt.ige  of  a  Company. 
•lielntiv<*  tendencies  to  lonirevity  are,  to  a  degree,  determinable,  and.  so  far,  the  Insured 
is  entitled  to  the  benellt  of  thoKC  he  may  ponness  :  and  this  Company  proposes  to  allow 
thtMU  to  tiim  by  rating  him  younger  llian  he  is.  thu**  lowerlnii  his  ]iremlum.  If  his  health 
is  imitairud,  tlie  Company  will  in-ure  hlai,  but  rate  him  older  than  he  is.  thus  raisin::  his 
]ircmlum.  Ifniv  loinj  hh  fo  firr/  In  the  imi)ortant  qu«'j*tion,  and  the  Company  desires 
to  eliaru'o  as  u  premium  wii.it  tlio  antwor  will  juntly  indlcaie.  For  example,  a  per^mi  t>f 
a.'>  may  he  rated  as  2*J. --M),  or  younger,  which  will  lower  his  premium,  ur  at> -27.  iK>.  or 
older,  which  will  rair-e  it. 

FrPTii  Nbw  Fkatuuk.—  If  when  the  Insured  dies,  he  ha«  lived  beyond  his  r.ited  '  expec- 
tation," and  it  is  proved  to  iho  siitisfaction  of  the  Comp.iny  that  he  has  lived  in 
a  manner  tending  io  hmgevity,  a  lnmus,  at  the  discretion  of  the  Comp^iny.  will  be  .added 
to  ills  A-snrance.  Tills  is  fair,  and  for  the  interest  of  ibe  Company ;  for.  If  by  teniiwrance 
.ind  other  hahit**.  vocation,  re"*id'Micf»,  inlolli<^ence,  care  of  h«%iUh,  etc..  life'shall  be  pro- 
lon"'«:d,  till.'  Comjianv  will  bo  benellied.  TliTs  bonus  and  the  lif'hfctiontt  In  premium-', 
m.-ulrdn  arcouiitoi' timdencies  to  longevltv,  will  prove  tliat  the  Company  lnsur»^  thi* 
/»f'iit  ilvr/t  on  nnusiiully  favorable  terms  :  it  also  insures  the  lives  of  all.  at  cofrcspoudingiy 
erjiiirable  rati-s, 

.V.  B.  Insurance  can  be.  elTcc\e(V>nY  cf>TTu™\xd«tLce. 

Exfra  terms  toTeacher.*.—  i\"i«i\V*  ViMiU<i. 
Call  or  soud  for  a  C'lrcuUir.  Tll-ii-tt 


NEW  YORK  TEACHER. 

New  Series.]        JANUARY,  1867.        [Vol.  VIII,  No.  4. 

University  Convocation  of  the  State  of  New  York. 
THIRD  ANNIVERSARY. 

The  sessions  of  the  Third  Anniversary  of  the  University  Con- 
vocation of  the  State  of  New  York,  were  held  in  the  Assembly 
Chamber  of  the  Capitol,  in  Albany,  commencing  on  Tuesday, 
August  7,  1866,  at  ten  and  one-half  o'clock,  A.  M.,  and  closing  on 
Thursday,  August  9,  at  four  and  one-half  o'clock,  p.  M. 

The  Convocation  was  called  to  order  by  Chancell6r  Pruyn,  Presi- 
dent, ex-officio. 

Rev.  Regent  Luckey  led  the  Convocation  in  the  use  of  the  Lord's 
Prayer,  and  pronounced  the  apostolic  benediction. 

The  Chancellor  addressed  the  Convocation  as  follows : 

Gentlemen  —  On  behalf  of  the  Regents  of  the  University,  I  cordially  wel- 
come jou  to  this  meeting.  From  the  information  in  their  possession  from 
various  parts  of  the  State,  the  Regents  feel  warranted  in  saying  that 
during  the  academic  year  just  closed,  very  commendable  progress  has  been 
made  in  the  institutions  of  learning  under  their  visitation,  and  that  they 
were  never  in  a  better  condition  to  advance  the  important  purposes  for 
which  they  were  founded.  This,  the  Regents  feel,  is  largely  due  to  the 
ability,  the  zeal,  and  the  faithfulness  of  the  teachers  of  the  State  —  a  noble 
body  of  zealous  and  active  men,  who  have  passed  by  those  pursuits  in  life 
which  promise  large  pecuniary  rewards,  and  have  devoted  themselves  to 
the  substantial  good  of  community  by  aiding  to  lay  the  foundations  of  oar 
society  and  government  on  that  basis  on  which  only  they  can  remain  firm 
and  stable — that  of  universal  education.  We  do  well  in  honoring  the 
brave  men,  who,  by  land  and  by  sea,  defend  the  rights  and  honor  of  the 
country ;  but  let  us  not  forget  those  without  whoso  arduous  labors  and 
teaching  those  rights  and  that  honor  would  soon  fall  into  incompetent  or 
unworthy  hands. 

[Vol.  XVI,  No.  4.]  7 


98  University  Convocation. 

In  addition  to  those  subjects  which  especially  belong  to  the  occasion, 
several  matters  of  interest  will  be  brought  before  you.  One  of  these  will 
be  a  report  from  the  very  able  committee  appointed  under  the  order  of  the 
last  Convocation,  on  the  requisites  for  admission  to  the  colleges.  This 
subject  has  now  been  carefully  considered,  and  if  a  result  should  be 
arrived  at  which  will  meet  the  approval  of  the  colleges  of  our  State,  a 
very  great  step  will  have  been  taken  to  promote  the  efficiency  and  tho* 
Toughness  of  our  University  system.  The  subject  is  one  of  great  practical 
interest,  and  I  am  sure  will  receive  your  earnest  consideration. 

Since  the  last  meeting  of  the  Convocation,  the  Regents  have  established  a 
system  of  special  examinations  in  the  academies  under  their  visitation,  in 
English  grammar,  arithmetic  and  geography.  This  has  met  with  very 
general  approval,  and  been  productive  of  very  marked  results.  It  is  con- 
fidently bclicvejl  that  if  systematically  continued  this  examination  will 
prove  to  be  of  very  great  benefit  to  the  whole  course  of  academic  instruction. 
The  features  of  this  system  will  be  laid  before  you.  No  doubt  it  can  be 
improved  in  its  details,  and  the  views  of  the  teachers  in  academies  in  regard 
to  its  workings  and  effects  will  be  received  with  great  interest. 

Such  are  some  of  the  subjects  which  will  come  before  you,  and  I  feel 
assured  that  in  your  deliberations  on  these  and  all  other  matters  presented 
for  your  consideration  you  will  be  governed  by  the  most  liberal  and  catholic 
spirit,  and  by  a  high  sense  of  your  influence  and  your  duty. 

The  Assistaut*  and  Acting  Secretary,  Mr.  D.  J.  Pratt,  was  au- 
thorized to  procure  any  iu;eded  clerical  assistance  from  members  in 
attendance. 

Professor  Gillespie,  on  behalf  of  the  Executive  Committee, 
reported  a  partial  order  of  exercises. 

The  Executive  Committee  recommended  the  appointment  of  a 
special  committee  to  prepare  a  report  on  the  University  Necrology, 
several  members,  including  the  venerable  President  Nott,  having 
died  during  the  past  year.  The  chair  appointed  President  Fisher, 
of  Hamilton  College;  Professor  J^c.irson,  of  Union  College,  and 
Principal  Williams,  of  Ithaca  Academy. 

The  following  resolution,  introduced  by  Principal  Gallup,  of  Clin- 
ton Grammar  School,  was  referred  to  the  Executive  Committee. 

Resolved,  That  in  view  of  the  importance  of  a  higher  order  of  instruction 
in  our  public  schools,  to  the  best  success  of  education  in  our  academies  and 
colleges,  we  heartily  approve  of  the  action  of  the  late  Legislature  relative 
to  Normal  Schools,  and  congratulate  the  Regents  upon  the  successful  influ- 
ence exerted  in  behalf  of  this  new  and  important  scheme  of  educational 
improvement. 

The  Chancellor  announced  the  receipt  of  a  note  from  His  Excel- 


University  Convocation.  99 

lency  Governor  Fen  ton,  inviting  the  members  of  the  Convocation  to 
a  social  entertainment  at  his  house,  at  9  o'clock  this  evening. 

Professor  Tayler  Lewis,  of  Union  College,  read  a  paper  entitled 
"  A  Knowledge  of  the  Holy  Scriptures  an  Indispensable  Element  of 
Liberal  Education." 

Regent  Wetmore  moved  a  vote  of  thanks  to  Professor  Lewis.  It 
was  also  voted,  on  motion  of  Regent  Luckey,  that  Professor  Lewia 
be  requested  to  furnish  a  copy  of  the  paper,  together  with  the 
schemes  of  Biblical  instruction  therein  referred  to,  for  publication. 

Professor  Leroy  C.  Cooley,  of  the  State  Normal  School,  read  a 
paper  entitled  "  Suggestions  in  Regard  to  Teaching  Advanced  Classes 
in  Chemistry.'' 

Afternoon  Session — 3i  o'clock. 
College  Section, 

The  College  section  met  in  the  Senate  Chamber,  Regent 
Wetmore  in  the  chair,  and  Assistant  Secretary  Pratt  acting  lb 
clerk. 

President  Fisher,  on  behalf  of  the  special  committee  appointed 
by  the  Chancellor,  under  a  recommendation  of  the  College  section 
of  the  Convocation  of  1865,  to  report  at  this  meeting  some  method 
of  securing  efficient  action  upon  the  requisities  for  admission  to 
colleges,  as  recommended  by  the  last  Convocation,  submitted  the 
following  report,  which  was  accepted  and  adopted.* 

A  clerical  error  having  been  detected  in  the  printed  list  of  re- 
quisites for  admission  to  college,  as  recommended  by  the  last  Convo- 
cation, to  wit,  the  omission  of  "  Sallust's  Catiline,"  the  clerk  was 
requested  to  give  due  notice  of  the  facts  to  the  several  colleges  of 
the  State. 

The  following  is  a  true  list,  according  to  the  original  minutes  : 

Requirements  for  Admission  to  College^  as  recommended  by  the    University 
Convocation  of  1865. 

(A.)  Rcsolvcdf  That  it  is  desirable  that  there  should  be  uniformity  in  the 
requirements  for  admission  to  the  colleges  here  represented. 

Resolved^  That  the  requirements  should  be 

(B.)  In  Mathematics:  Algebra  to  equations  of  the  second  degree,  and 
plane  Geometry. 

(C.)  In  Latin  :  Four  books  of  Caesar's  Commentaries  ;  six  books  of  Vir- 
gil's  JEoeid;  six  select   orations   of  Cicero;  Sallus^B  Catiline;  Sallust'B 


•  Printed  in  anotber  part  of  thif  namb«r. 


100  University  Convocation. 

Jngurthine  War  or  the  Eclogues  of  Virgil,  together  with  twelve  chapters  of 
Arnold's  Latin  Prose  Composition. 

(D. )  In  Greek:  Three  books  of  Xenophon's  Anabasis;  one  book  of 
Homer's  Iliad,  with  Prosody. 

(E.)  Prerequisites:  Thorough  preparation  in  Arithmetic  and  English 
Grammar  ;  a  knowledge  of  Descriptive  and  Classical  Geography ;  U.  S. 
History;  Greek  and  Roman  Antiquities. 

Chancellor  Ferris,  of  the  University  of  the  City  of  New  York, 
submitted  the  following  preamble  and  resolutions,  which  were  duly 
adopted : 

Whereas,  It  appears  from  the  reports  received  by  the  special  committee 
appointed  by  the  Chancellor  of  the  Board  of  Regents,  that  the  colleges  of 
this  State  have  cxpre£<sed  assent  to  the  requisites  for  admission  agreed  upon 
at  the  annual  meeting  of  the  University  Convocation  of  18G5, 

1.  Resolvedj  That  it  is  recommended  that  the  admissions  to  the  Freshman 
Clasi«es  in  the  colleges  of  this  State  be  governed  by  these  requisites  as  early 
as  practicable,  certainly  not  later  than  two  years. 

2.  Resolved,  That  the  academies  of  this  State  are  hereby  earnestly  re- 
quested  to  modify  their  courses  of  study,  so  far  as  necessary  to  meet  these 
requirements,  and  that  the  utmost  thoroughness  be  aimed  at. 

8.  Resolved,  That  as  the  object  we  have  in  view  is  one  of  common  inte- 
rest to  all  educators  —  all  private  classical  schools  are  requested  to 
accommodate  their  course  to  meet  this  effort  to  secure  uniformity  in  pre- 
paration for  admission  to  the  Freshman  Class. 

4.  Resolved,  That  the  Regents  of  the  University  be  requested  to  corre- 
spond with  the  authorities  of  colleges  out  of  the  State,  soliciting  their 
union  with  the  colleges  in  this  State,  in  securing  the  adoption  of  the 
above  requisites  for  admission  to  college. 

Professor  Upson,  of  Hamilton  College,  offered  the  following 
resolution,  which  was  adopted : 

Resolved,  That  the  representatives  of  the  various  colleges  here  assembled 
pledge  themselves,  so  far  as  may  be  in  their  power,  to  enforce  these 
requisites  in  their  entrance  examination. 

On  motion  of  Regent  Hale,  the  following  resolution  was  adopted  : 

Resolved^  That  the  prerequisites  specified  in  the  requirements  recom- 
mended by  the  Convocation  for  admission  to  college  ought  to  be  ascertained, 
and  the  qualification  of  the  student  determined,  either  by  an  examination 
of  the  respective  college  faculties,  or  by  the  certificate  of  the  academic 
examination,  under  the  regulation  of  the  Regents. 

Chancellor  Ferris  made  a  suggestion  in  regard  to  the  desirable- 
ness of  the  stenographic  art  in  taking  notes  of  college  lectures,  &c. 
Profewor  Gillespie  stated   that  hii  experieaee  is  decidedly  in 


UniversUy  OonvocaMon.  101 

favor  of  "  short-long  hand/'  as  it  is  called,  in  preference  to  ^'  short 
hand/' 

Begent  Hale  endorsed  the  views  of  Professor  Gillespie  on  this 
subject. 

President  Eaton,  of  Madison  University,  inquired  whether  stu- 
dents should  be  received  by  one  college  from  another,  simply  ad 
evndem,  or  only  upon  examination,  and  whether  uniformity/  on  the 
part  of  the  colleges  in  this  respect  is  desirable. 

Prolonged  discussion  ensued,  which  resulted  in  the  adoption  of 
the  following  resolution,  offered  by  Professor  Gillespie  : 

Resolvedy  That  it  is  the  opinion  of  this  College  Section  of  the  UniTer- 
sity  Convocation  that  it  is  very  desirable  that  students  bringing  certificates 
of  their  membership  of  any  class  in  one  college,  should  not  be  admitted  to 
the  corresponding  grade  in  another  college,  without  examination. 

Adjourned  to  meet  to-morrow  (Wednesday)  afternoon  at  three 
and  one-half  o'clock. 

Academy  Section. 

The  Academy  section  met  in  the  Assembly  Chamber  at  3} 
o'clock,  Regent  Rankin  in  the  chair,  and  Principal  Mason,  of  Al- 
bany Academy,  acting  as  clerk. 

Professor  James  H.  Hoose,  late  of  Genesee  Wesley  an  Seminary, 
read  a  paper  on  ^'  The  Arithmetical  Attainments  necessary  to  Com- 
mence the  Study  of  Algebra."  The  subject  was  discussed  at  con- 
siderable length  by  Regent  Luckey,  Superintendent  Rice,  Professor 
Jewell,  Principal  Clarke  and  others. 

Principal  Alonzo  Flack,  of  Hudson  River  Institute,  read  a  paper 
on  "  School  Discipline,"  which  was  discussed  by  Dr.  J.  B.  Thom- 
son, Superintendent  Rice,  Secretary  Woolworth,  Principal  Mo- 
Vicar,  Professor  Frost  and  others. 

The  Academy  section  then  adjourned  until  to-morrow  (Wednes- 
day) afternoon,  at  3}  o'clock. 

Evening  Joint  Session. 

The  Chancellor  announced  the  receipt  of  letters  from  Vice  Chan- 
cellor Gulian  C.  Verplanck,  Regent  Goodwin  and  President  Jack- 
son, of  Hobart  College,  severally  regretting  their  inability  to  be 
present. 

Professor  Frederick  S.  Jewell,  of  the  State  Normal  School,  read 


102  University  Convocation. 

a  paper  on  "  The  relation  of  Analysis  as  an  Art  to  the  Art  of 
Teaching." 

Professor  N.  T.  Frost,  of  Hudson  River  Institute,  read  a  paper 
entitled  "  The  Social  Position  of  the  Teacher/V 

The  hour  of  nine  having  arrived,  the  Convocation  adjourned  to 
meet  on  Wednesday  morning  at  9i  o'clock,  and  the  members  re- 
paired to  the  Executive  Mansion,  in  accordance  with  the  invitation 
of  His  Excellency,  Governor  Fenton. 

SECOND   DAY. 
MoRNiNO  Joint  Session — 9  J  o'clock. 

The  session  was  opened  with  prayer  by  Rev.  Dr.  Ferris. 

Chancellor  Pruyn  invited  the  members  of  the  Convocation  to  a 
social  entertainment  at  his  house,  at  the  close  of  the  evening  session. 

The  minutes  of  the  joint  sessions  of  the  first  day  were  read  and 
approved. 

The  Executive  Committee  reported  a  further  order  of  exercises. 

The  Executive  Committee,  to  whom  had  been  referred  a  resolution 
concerning  Normal  Schools,  introduced  by  Principal  Gallup,  reported 
the  same  back  to  the  Convention  without  recommendation.  It  was 
resolved,  to  lay  the  subject  on  the  table. 

The  minutes  of  the  College  section  of  Tuesday  afternoon  were 
reported  to  the  Convocation.  The  report  of  the  special  committee 
on  "  The  Requisites  for  Admission  to  college"  was  made  the  subject 
of  extended  discussion  by  President  Eaton,  Professor  Davies,  Presi- 
dent Anderson,  Chancellor  Ferris,  Regent  Hale,  Secretary  Wool- 
worth,  Principals  Flack,  King,  Clarke,  Wells,  Jones  and  others. 

During  the  course  of  the  discussion.  Regent  Benedict  announced 
the  arrival  of  Rev.  Dr.  McCosh,  of  Queens  College,  Belfast,  Ireland, 
and  President  Hopkins,  of  Williams  College,  Massachusetts,  and 
moved  that  they  be  invited  to  take  seats  with  the  Convocation  and 
participate  in  its  deliberations.     Adopted. 

Dr.  McCosh  was  invited  to  address  the  Convocation,  at  the  opening 
of  the  afternoon  session,  on  the  state  of  education  in  Great  Britain 
and  Ireland. 

After  further  discussion  of  the  report  on  the  requisites  for  admis- 
sion to  college,  it  was  adopted  as  the  sense  of  the  Convocation 
(having  been  previously  indorsed  by  the  College  section). 

The  several  resolutions  adopted  by  the  College  section  were  taken 


University   Convocation.  103 

up  as  one  proposition,  and  after  discussion  by  President  Fisher, 
Principals  Fuller,  Dann  and  others,  were  reaflBrmed  as  the  sense  of 
the  Convocation. 

Professor  J.  B.  Thomson  offered  the  following  resolution,  which 
was  referred  to  the  Executive  Committee: 

Resolvedy  That  the  Regents  be  requested  to  correspond  with  the  Faoalties 
of  the  law  and  medical  schools  of  this  State,  with  a  view  to  secure  their 
cooperation  in  elevating  the  standard  of  preliminary  qualifications  for 
entering  upon  the  studies  of  these  honorable  and  important  professions. 

The  Convocation  then  took  a  recess  until  3}  o'clock,  p.  m. 


Afternoon  Joint  Session,  3i  o'clock. 

The  Chancellor  announced  the  receipt  of  a  note  from  Professor 
Hough,  Director  of  the  Dudley  Observatory,  inviting  the  members 
of  the  Convocation  to  visit  that  institution  during  their  stay  in  the 
city.  The  Chancellor  also  announced  that  the  State  Cabinet  of 
Natural  History,  and  the  Bureau  of  Military  Record,  are  open  to 
visitors  daily. 

Rev.  James  McCosh,  LL.D.,  of  Queen's  College,  Belfast,  Ireland, 
was  introduced,  and  addressed  the  Convocation  on  "Liberal  Educa- 
tion in  Great  Britain  and  Ireland.'' 

At  the  conclusion  of  this  address  the  thanks  of  the  Convocation 
were  presented  to  the  speaker. 

President  F.  A.  P.  Barnard,  LL.D.,  of  Columbia  College,  read  a 
paper  entitled  "  The  Studies  proper  to  be  pursued  preparatory  to 
College. ' 

An  invitation,  at  the  suggestion  of  the  Chancellor,  was  extended 
to  Hon.  John  A.  Kasson,  M.C.,  of  Iowa,  to  present,  at  the  opening 
of  the  evening  session,  a  brief  statement  in  relation  to  the  decima 
system  of  weights  and  measures,  as  recently  sanctioned  by  act  of 
Congress. 

Evening  Joint  Session  —  7 J  o'clock. 

Chancellor  Pruyn  introduced  the  Hon.  John  A.  Kasson,  M.C.,  of 
Iowa,  who  made  an  elaborate  statement  in  regard  to  the  various  sys- 
tems of  weights  and  measures,  and  the  reform  now  being  introduced 
in  connection  with  the  decimal  system. 

Secretary  Woolworth  alluded  to  the  fact  that  a  paper  on  this 
subject  was  prepared  for  the  last  Conyooation  by  Prof.  Kimball,  ot 


104  University  Convocation. 

the  State  Normal  School,  and  which  will  soon  appear  in  the  pub- 
lished proceedings. 

The  thanks  of  the  CQinvocati6n  were  presented  to  the  Hon.  Mr. 
Kasson. 

The  subject  was  referred  to  a  committee  of  three,  to  report  at 
the  next  annual  session  what  further  action  may  be  desirable  in  the 
premises. 

Chancellor  Pruyn,  Professor  Davies  and  Regent  Hale  are  the 
committee. 

The  report  of  a  special  committee,  appointed  some  months  since 
by  the  Chancellor,  to  consider  the  practical  workings  and  results  of 
the  system  of  written  preliminary  academic  examinations,  instituted 
by  the  Regents,  was  introduced  at  this  time  by  Principal  M' Vicar, 
of  Brockport  Collegiate  Institute. 

REPORT. 

The  committee  appointed  by  the  Chftncellor  of  the  University  to  report 
opon  the  practical  workings  and  results  of  the  preliminary  academic  ex- 
aminations, instituted  by  the  Board  of  Regents  during  the  past  year,  beg 
leave  to  report  as  follows : 

Your  committee  have  carefully  examined  into  the  practical  workings  of 
this  system  of  examinations,  as  reported  by  the  principals  or  committees  of 
the  various  academies,  and  would  state  that  it  is  conceded,  in  almost  every 
case,  that  the  evident  result  of  the  general  plan  will  be  to  elevate  the 
standard  of  scholarship  in  our  academies.  But,  while  this  is  granted, 
various  objections  have  been  raised  against  the  practical  carrying  out  of 
the  plan,  the  principal  of  which  are  as  follows  : 

It  is  objected,  first,  that  an  injustice  is  done  by  this  plan  to  academies 
located  in  rurol  districts,  because,  first,  the  preparation  given  in  the  ele- 
mentary branches  in  our  district  schools  is  inferior  to  that  given  in  the 
graded  schools  of  the  cities  and  larger  villages  ;  second,  a  large  proportion 
of  the  pupils  attending  such  academics  are  young  men  and  ladies,  who  can 
attend  only  in  the  winter  term,  and  who  in  most  cases  have  not  studied 
the  branches  required,  for  years,  and  whose  time  and  means  will  not  allow 
them  to  review.  It  is  urged  as  a  consequence  from  these  two  consldera> 
tions,  that  the  city  high  schools  and  academies  in  larger  villages  will  be 
able  to  pass  a  larger  proportion  of  the  number  in  attendance  than  the 
academies  in  rural  districts,  and  hence  receive  more  than  their  just  share 
of  the  Literature  Fund. 

It  is  objected,  second,  that  many  of  our  best  academies  receive  students 
from  other  States,  and  should  we  insist  upon  such  a  rigid  ordeal  for  admis- 
sion as  academic  scholars,  it  would  result  in  driving  such  students  from 
these  academies,  and  hence  diminish  their  attendance  and  the  amount  re- 
ceived from  the  Literature  Fund. 


Umverrity  CcmvoocUiorL  105 

It  is  objected,  third,  that  fairness  can  not  be  secured  in  carrying  out  tht 
instructions  of  the  Regents.  This  unfairness  is  urged  on  the  ground,  first, 
that  some^  principals  maj  secretly  open  the  questions  and  prepare  the  pu* 
pile  for  the  examination ;  second,  that  there  may  be  a  collusion  between  the 
teachers  and  pupils,  so  that  assistance  may  be  given  at  the  time  of  examination  ; 
that  there  may  be  a  collusion  betwen  the  principal  and  those  who  have  been 
examined  —  the  principal,  for  example,  may  return  the  answers  to  their  au- 
thors, for  re-writing  after  correction.  One  case  has  been  brought  before 
your  committee,  where  they  ha.ye  positive  evidence  that  papers  were  returned 
to  the  pupils  three  and  four  times  for  re-writing  after  correction,  before  being 
handed  to  the  examining  committee.  Finally,  that  there  may  be  a  collusion 
between  the  examining  committee  and  principal. 

Unfairness  is  urged,  also,  on  the  ground  that  it  is  impossible  for  the  dif- 
ferent committees  to  adopt  the  same  standard  in  examining  the  written 
answers,  and  consequently  many  are  passed  in  some  academies  which  woold 
be  rejected  in  others. 

It  is  objected,  fourth,  that  the  questions  prepared  by  the  Regents  are 
too  difficult,  and  in  many  instances  can  not  be  answered  from  the  text  books 
in  use  in  our  academies. 

Other  minor  objections,  which  deserve  no  special  notice,  have  been  raised, 
such  as  that  ladies  are  constitutionally  too  weak  to  endure  such  examination; 
« that  the  report  to  be  rendered  to  the  Regents  is  too  much  liemmed  in  by 
oaths,  &c." 

It  is  obvious  to  your  committee  that  no  plan  can  be  adopted  which  will 
be  free  from  objections  which  are  purely  local  or  arise  out  of  the  inefficiency 
of  those  who  execute  the  plan.  Such  objections  can  only  be  obviated  by 
removiog  the  local  cause. 

The  four  objections  cited  above  are  not  of  this  class.  They  are  founded 
upon  difficulties  which  if  not  met  will,  to  a  very  great  extent,  hinder  the 
workings  of  the  plan. 

The  first  difficulty  arises  out  of  the  fact  that  pupils  attending  graded 
schools  pass  their  examinations  just  when  they  finish  those  studies,  while 
those  attending  district  schools  are  obliged  to  wait  until  they  enter  an  aca- 
demy, which  is  frequently  after  an  interval  of  one  or  two  years.  The 
second  difficulty  arises  out  of  the  fact  that  in  graded  schools  there  is  always 
a  fixed  course  of  study,  in  which  can  be  constantly  kept  in  view  this  ex- 
amination. Thus  there  is  an  object  held  out  for  the  pupil  to  attain,  while 
in  the  present  state  of  our  district  schools  the  pupils  are  tossed  hither  and 
thither  in  the  various  studies,  as  may  serve  the  peculiar  notions  and  purposes 
of  every  new  teacher.  The  pupil  in  this  case  becoming  discouraged,  is 
made  superficial  in  all  the  elementary  branches.  The  third  difficulty  arises 
from  the  unfairness  which  may  be  practiced,  should  the  plan  pursued  dur- 
ing the  past  year  be  continued. 

In  view  of  the  great  disparity  between  the  schools  which  prepare  pupils 
for  these  examinations  and  the  unfairness  that  may  be  practiced,  it  is 
evident  to  your  committee  that,  in  order  to  secore  the  best  results  in 


106  University  Ccmvocation. 

elevating  the  standard  of  academic  scholarship,  the  examinations  must  be 
placed  in  such  a  relation  to  the  schools  which  prepare  the  candidates  and 
those  which  receive  them,  as  to  secure  perfect  justice. 

The  questions  should  be  expressed  in  simple  language,  devoid  of  all 
ambiguity  and  the  special  terminology  of  any  author. 

In  arithmetic  the  questions  should  be  upon  no  topics  except  those  which 
are  clearly  discussed  in  what  are  known  as  practical  arithmetics. 

In  grammar  no  question  should  be  proposed  upon  disputed  points,  and 
no  sentence  should  be  given  for  analysis  containing  disputed  constructions, 
antiquated  forms  of  expression,  or  constructions  whose  tendency  is  to 
embarrass  and  puzzle  rather  than  elicit  the  candidate's  knowledge. 

In  the  preparation  of  questions  on  arithmetic  and  grammar,  it  should 
be  borne  in  mind  that  these  studies,  in  their  more  advanced  form,  consti- 
tute a  part  of  the  academic  course,  and  hence  the  questions  should  be 
elementary  and  not  exhaustive. 

In  geography,  while  the  questions  should  extend  over  the  entire  range, 
two  extremes  should  be  avoided.  They  should  not  be  so  general  as  to 
require  only  a  vague  and  indefinite  knowledge  of  the  subject  to  answer 
them,  nor,  on  the  other  hand,  so  particular  as  to  be  too  difficult  for  any 
except  those  who  have  made  the  subject  a  speciality. 

No  questions  should  be  asked  upon  recent  changes  of  boundaries,  new 
territories,  &c.,  which  have  not  been  incorporated  into  the  geographies  in 
common  use.  The  questions  upon  each  subject  should  be  printed  upon 
separate  slips  of  paper  and  a  sufficient  number  sent  to  the  examining 
boards  to  enable  them  to  furnish  each  candidate  with  a  copy,  at  the  time  of 
examination  upon  each  subject. 

The  number  of  questions  proposed  on  each  subject  should  not  exceed 
twenty ;  and  the  time  allowed  to  answer  any  set  of  questions  should  be 
left  to  the  discretion  of  the  examining  committee. 

METHOD   OF   BXAMININO   ANSWERS. 

A  numeral  value  should  be  attached  to  each  question  by  the  committee 
that  proposes  them,  and  a  copy  of  this  valuation  sent  to  the  chairman  of 
each  examining  board,  whose  duty  it  will  be  to  use  said  valuation  in  the 
examination  of  answers,  as  follows  : 

That  portion  of  the  value  assigned  to  each  question  which  is  indicated  by 
the  part  of  the  question  answered,  should  be  placed  in  the  margin  of  the 
candidate's  paper.  The  sum  of  these  values  will  be  the  numerator,  and 
the  sum  of  all  the  valuations  the  denominator  of  a  common  fraction,  which, 
on  being  reduced  to  a  decimal,  will  give  the  rate  per  cent.  That  this  may 
be  clearly  understood,  take  the  following  example :  Let  three  questions  be 
given,  the  first  valued  at  ten,  second  at  seven,  third  twelve.  Suppose  that 
seven-tenths  of  the  first  is  answered  correctly,  six-sevenths  of  the  second, 
and  three- fourths  of  the  third,  seven-tenths  of  ten,  the  value  of  the  first,  is 
seven  ;  six-sevenths  of  seven,  the  value  of  the  second,  is  six ;  three-fourths 
of  twelve,  the  value  of  third,  is  nine.    Collecting  aU  these  valaes  for  a 


University  Oonvocation.  107 

numerator,  and  the  whole  value  of  the  questions  for  a  denominator,  we 
have  7  +  6  +  9  =  22  for  a  numerator,  and  10  -f  7  +  12  =  29  for  a  denomi- 
nator. The  fraction  twenty-two  twenty-ninths,  reduced,  give  seventy-six 
per  cent  nearly.  Suppose  the  candidate  has  made  eight  mistakes  in  spell- 
ing. Deducting  one-quarter  per  cent  for  each  mistake,  the  soholarship  of 
the  candidate  will  be  seventy-four  per  cent. 

CSRTIFIOATSS. 

That  blank  certificates,  prepared  and  signed  by  the  Secretary  of  the 
Board  of  Regents,  should  be  forwarded  to  each  committee  of  examination. 
These  certificates,  when  filled  and  countersigned  by  the  chairman  of  the 
examining  board,  should  be  given  to  each  candidate  whose  standing  is  at 
least  fifty  per  cent  of  the  valuation  of  each  set  of  questions,  with  an  ave- 
rage of  seventy -five  per  cent  of  the  whole  valuation  of  the  three  sets. 

In  addition  to  the  certificates  just  described,  Potior  certificates,  prepared 
in  like  manner,  should  be  granted  to  all  candidates  whose  average  standing 
is  at  least  ninety  per  cent  of  the  whole  valuation  of  the  three  sets  of 
questions. 

All  pupils  in  any  academy  who  have  at  any  time  been  reported  and 
accepted  by  the  Regents  as  academic  scholars,  should  receive  certificates 
without  attending  any  examination,  by  applying  to  the  president  of  the 
board  of  trustees  of  the  academy  by  which  they  were  last  reported.  Said 
certificate  should  be  prepared  and  signed  by  the  Secretary  of  the  Regents, 
and  countersigned  by  said  president  of  board  of  trustees. 

Your  committee  would  also  suggest,  that  a  special  record  of  all  those 
who  have  received  honor  certificates  be  made  by  the  Secretary  of  the 
Regents,  and  that  their  names,  together  with  that  of  the  teacher  under 
whom  they  prepared,  be  published  in  the  State  paper,  and  in  the  papers  of 
the  county  or  city  in  which  they  reside. 

All  of  which  is  respectfully  submitted. 

After  the  reading  of  the  report,  Secretary  Woolworth  made  a 
summary  statement  of  the  mode  of  distributing  the  income  of  the 
Literature  Fund,  under  the  existing  statute,  and  the  system  of  pre- 
liminary examination  prescribed  by  the  statutes  of  the  State,  and 
the  several  supplementary  ordinances  of  the  Regents,  including 
that  of  July  27,  1864,  in  accordance  with  which  the  written  exam- 
inations of  the  last  year  have  been  conducted. 

After  a  brief  discussion  of  the  report,  the  Convocation  adjohrned 
to  Thursday  morning  at  nine  o'clock,  whereupon  the  members, 
according  to  invitation,  repaired  to  the  residence  of  Chancellor 
Pruyn. 


108  Univermty  Gonvooaiiaii. 

THIRD  DAT. 

Morning  Joint  Session— 9  o'clock. 

Tbe  ConTOcation  united  in  the  use  of  the  Lord's  Prayer,  led  by 
Rev.  Regent  Parks,  who  also  pronounced  the  apostolic  benediction. 

The  Executive  Committee  reported  the  concluding  order  of 
exercises. 

Tha  Executiye  Committee,  to  whom  was  referred  the  resolution 
<yf  Professor  J.  B.  Thomson  concerning  law  and  medical  schools, 
recommended  the  adoption  of  the  resolution.  The  resolution  was 
adopted. 

Professor  Edward  North,  of  Hamilton  College,  read  a  paper  od 
"The  Entrance  Examination,"  and  submitted  the  following  reso- 
lution, which  was  adopted : 

Resolvedf  That  a  committee  of  three  be  appointed  by  the  Chair  to  r«port 
at  the  next  Convocation  on  the  question :  **  At  what  age  is  it  expedient  and 
desirable  that  young  men  should  be  admitted  to  college?'' 

The  Chair  appointed  Professor  North,  of  Hamilton  College,  Pres- 
ident Barnard,  of  Columbia  College,  and  Principal  Mason,  of  Albanj 
Academy. 

President  Fisher,  on  behalf  of  the  special  committee  appointed 
for  the  purpose,  read  the  following  report  on  the  University  Necro- 
logy for  1865-6,  which  was  accepted  and  adopted. 

Univebsitt  Nioboloot. 

Since  our  last  meeting  the  Rev.  Eliphalet  Nott,  D.D.,  LL.D.,  has  entered 
into  his  rest.  It  is  not  for  this  Convocation  to  pronounce  his  eulogy.  The 
four  thousand  graduates  of  the  institution  over  which  he  presided  for  sixtj- 
two  years,  illustrate  his  character  more  fully  than  any  words  of  ours.  In 
comparison  with  the  influence  which,  through  these  minds  trained  and 
molded  under  him,  he  has  exerted  and  is  still  exerting  upon  society, 
language  is  almost  meaningless.  Great  as  he  was  in  the  pulpit,  he  was 
equally  great  as  an  instructor.  Remarkable  for  an  eloquence  that  enlight- 
ened and  moved  masses  of  men,  he  was  not  less  remarkable  for  his  personal 
power  over  individual  minds.  While  great  men  in  the  church  and  State 
came  to  him  for  counsel,  while  he  was  recognised  as  a  light  and  a  power  in 
this  community,  for  half  a  century,  by  all  classes,  yet  it  is  chiefly  as  an 
educator  that  his  name  is  to  be  revered  by  us,  and  that  he  will  be  remem- 
bered in  the  future.  It  is  impossible  for  us  to  gain  even  a  proximate 
estimate  of  the  influence  he  has  exerted,  during  his  long  and  brilliant 
career,  over  the  educational  interest!  of  this  and  other  Stataa.    Af  wall 


TJhiver&ity  Convocaiioa.  109 

may  we  endeayor  to  measure  the  influence  of  the  sun  in  ita  maroh  over  a 
continent,  as  to  estimate  the  germinant  power  of  such  a  mind  working 
tbrough  other  minds,  in  promoting  the  highest  interests  of  both  the  church 
and  State,  in  the  training  of  the  young.  It  is  for  others  to  speak  of  him 
as  an  able  minister  of  the  gospel  and  an  eloquent  reformer  ;  it  is  for  us  to 
record  our  high  estimate  of  him  as  an  educator  of  youth.  Animated  by  the 
profoundest  religious  convictions,  he  sought  to  build  up  science  upon  th'e 
firm  basis  of  Christianity,  and  in  developing  the  intellect,  to  impress  the 
heart  with  the  purest  motives  for  action.  The  institution  which  he  found 
little  more  than  an  academy,  and  made  a  great  college,  will  ever  remain 
his  monument.  The  thousands  who  have  gone  forth  from  its  walls  will 
perpetuate  his  influence,  while  all  who  value  learning,  eloquence  and  piety, 
will  unite  in  giving  him  a  place  among  those  who  have  labored  most 
effectively  to  enlighten,  elevate  and  purify  society. 

We  are  called  also  to  record  the  death  of  Henry  Howe,  one  of  the 
oldest  and  most  successful  teachers. in  the  State.  Born  in  Shoreham, 
Vermont,  educated  at  Middlebury  College,  for  a  time  Principal  of  Castle- 
ton  Seminary,  and  of  the  Academy  at  Pompey  Hill,  then  Principal  of  the 
Academy  at  Canandaigua,  where  his  chief  work  was  performed.  He  pre- 
sided over  this  institution  until  1849,  for  a  period  of  twenty-one  years. 
<*  His  work  was  that  of  a  most  pure,  sinoere  Christian  teacher,  and  his 
memory  is  fragrant  with  the  odor  of  faith  and  love."  The  academy  at 
Canandaigua  owes  much  of  its  subsequent  prosperity  to  his  enlightened 
and  faithful  labors.  He  died  on  the  6th  of  June,  1865,  at  the  age  of  sixty- 
eight  years. 

During  the  past  year,  Harvey  R.  Butterworth,  Principal  of  the  Academy 
at  Pulaski,  has  died.  He  graduated  at  Hamilton  College  in  1863,  with  an 
excellent  reputation  for  scholarship  and  good  character.  He  almost  im- 
mediately took  charge  of  this  academy,  and  had  been  quite  successful  in 
its  administration,  when  his  bright  promise  of  usefulness  was  clouded  bj 
death. 

We  also  record  the  death  of  Rev.  Joseph  B.  Eastman,  a  graduate  of 
Dartmouth  College,  and  Principal  of  the  Windsor  Academy.  The  commit- 
tee have  not  been  able  to  gather  any  other  facts  in  reference  to  Mr. 
Eastman. 

After  the  reading  of  the  foregoing  report,  the  following  addi- 
tional facts  in  relation  to  Mr.  Eastman  were  furnished  by  Regent 
Hale: 

<<  Mr.  Eastman  was,  for  many  years,  Principal  of  the  Academy  at 
Montpelier,  and  also  at  Burlington,  Vermont.  He  was  a  conscientious 
and  faithful  teacher,  and  a  ripe  scholar.  Having  pursued  a  course  of 
theological  study,  he  devoted  himself,  for  some  years  after  leaving  Vermont, 
to  the  duties  of  that  profession,  but  afterwards  returned  to  his  fonntr 
vocation  in  which  the  last  years  of  his  lift  ware  spent^" 


110  University  Convocation. 

Professor  A.  F.  Monroe,  of  the  College  of  St.  Francis  Xavier, 
in  accordance  with  a  request  of  the  Convocation  of  1865,  read  a 
paper  on  *'  Classical  Training." 

The  subject  of  the  paper  was  discussed  at  some  length  by  Prof. 
Davies. 

A  vote  of  thanks  was  unanimously  tendered  to  Prof.  Munroe. 

Further  discussion  on  the  subject  of  written  preliminary  academic 
examinations  being  next  in  order,  the  officers  of  colleges  retired  to 
the  Senate  Chamber. 

College  Section. 

The  section  entered  upon  the  order  of  business  as  arranged  by 
the  Executive  Committee,  Regent  Benedict  in  the  chair. 

President  M.  B.  Anderson,  LLr.D.,  of  Rochester  University,  read 
a  paper  on  "  The  Introduction  of  Christian  Greek  and  Latin  into 
Colleges." 

The  subject  of  the  paper  was  discussed  by  Warden  Fairbairn,  of 
St.  Stephen's  College,  and  President  Fisher,  of  Hamilton  College, 
the  latter  of  whom  moved  the  following  resolution,  which  was 
adopted : 

Resolvedf  That  President  Anderson  and  Professors  Kendrick  and  Lewis, 
be  requested  to  prepare  a  paper  on  the  Greek  and  Latin  authors  subsequent  to 
the  era  of  Christianity,  a  compilation  from  whose  writings  would  be 
suitable  to  be  read  in  colleges,  with  the  reasons  for  the  same. 

A  tabular  view  of  the  requirements  for  admission  to  the  several 
colleges  of  this  State,  and  to  several  colleges  of  other  States,  pre- 
pared by  Assistant  Secretary  D.  J.  Pratt,  was  furnished,  in  printed 
form,  to  the  members  of  the  section. 

The  subject  entitled  "  The  Ratios  of  the  Times  to  be  given  to  the 
various  Studies  of  the  College  Cuvrlculum^'^  was  submitted  by  Pro- 
fessor Gillespie,  who  proposed  the  following  resolutions,  which  were 
adopted  : 

Resolved,  That  Mr.  Pratt  be  requested  to  prepare  for  the  next  Convoca- 
tion an  analogous  presentation  of  the  corresponding  college  curriada. 

Resolved^  That  these  tables  shall  show  how  many  hours  in  the  entire 
four  years'  course  are  given  to  the  following  classes  of  studies :  pure 
mathematics,  applied  mathematics  (embracing  all  physics  mathematically 
treated);  natural  sciences  (chemistry,  geology,  botany  and  natural 
history);  Latin  and  Greek;  modern  languages;  history;  rhetoric  and 
belles  lettres ;  mental  scienee,  moral  sclenoeand  rtligion. 


University  Convocation.  Ill 

Professor  Anderson  read  a  brief  paper  on  "  Provisions  for  some 
degree  of  Art  Education  in  Colleges." 

President  Hopkins,  of  Williams  College,  Chancellor  Ferris  and 
President  Fisher,  expressed  their  warm  thanks  for  the  views  pre- 
sented by  President  Anderson. 

After  further  remarks  on  the  subject  by  Professor  Avery,  the 
College  section  adjourned  sine  die. 

Academy  Section, 

The  subject  of  written  preliminary  academic  examinations  being 
under  consideration  (Regent  Wetmore  in  the  chair).  Principal 
Steele,  of  Elmira  Academy,  submitted  a  series  of  Resolutions, 
which  were  discussed  by  Superintendent  Rice,  Secretary  Wool- 
worth,  Professors  Jewell  and  Hoose,  Principals  Clarke,  J.  Jones, 
Williams,  Hovey,  King,  M'Vicar,  Wells,  Flack  and  others,  and 
which,  as  amended,  were  adopted  in  the  following  form  : 

1.  Resolvedf  That  the  academic  teachers  of  this  CoDTocation  recognize 
the  necessity  of  elevating  the  standard  of  scholarship  in  the  institutions 
under  our  charge,  and  deplore  especially  the  want  of  thoroughness  on  the 
part  of  our  pupils  in  the  common  English  branches. 

2.  Resolved,  That  we  fully  appreciate  the  efforts  of  the  Regents  to  meet 
this  deficiency;  that  we  approve  the  general  plan  of  the  system  of  examina- 
tion now  adopted  by  them,  and  promise  to  give  it  our  heartiest  support. 

3.  Resolved,  That  the  members  of  this  Convocation  respectfully  recommend 
to  the  Regents  of  the  University  the  consideration  of  the  suggestions  of  the 
commit  tec  on  examinations,  in  regard  to  the  character  of  the  questions 
which  shall  be  sent  out  for  future  examinations,  and  especially  with  regard 
to  the  method  of  valuations  suggested  by  the  same  committee. 

4.  Resolved,  That  we  most  earnestly  recommend  to  the  teachers  in  all  the 
preparatory  schools  and  academies  of  the  State,  to  devote  especial  attention 
to  instruct  ion  in  reading,  spelling  and  writing — branches  w]|ich  form  the 
only  sure  basis  of  a  practical  or  a  liberal  education. 

The  college  section  having  adjourned,  and  the  members  having 
returned  to  the  Assembly  Chamber,  the  joint  session  was  resumed. 

Joint  Session. 

Regent  Benedict,  as  chairman  of  the  College  section,  reported 
its  proceedings  to  the  Convocation. 

Regent  Wetmore  moved  the  adoption  of  the  following  resolution 
which  passed  by  a  unanimous  vote  : 


112  Vrdversity  Cornxxxtticn. 

Retolved,  That  the  preaidents  of  the  colleges  of  this  Slate  be  a  committee 
to  collect  and  report  to  the  next  ConTocation  the  materials  for  forming  the 
*<  Military  roll  of  honor  "  of  the  educational  institutions  of  the  State  of 
New  York,  in  connection  with  the  great  and  successful  struggle  for  main- 
taining the  life  and  honor  of  the  nation. 

Professor  Jewell  offered  the  following  resolution,  which  was, 
after  much  discussion,  adopted : 

Resolved,  That  a  committee  of  three  be  appointed  by  the  Chair  to  report 
at  the  next  meeting  the  true  theory  of  Normal  schools,  and  their  practical 
relation  to  both  the  common  schools  and  the  academies. 

The  Chair  announced  as  such  committee  Professor  Jewell,  Sa* 
perintendent  Rice  and  President  Anderson. 

The  following  resolutions  were  unanimously  adopted : 
On  motion  of  Principal  Flack  : 

Retolvedy  That  we  recommend  to  the  Regents  of  the  Uniyersity  to  prepare 
papers  for  the  written  examinations  in  the  higher  English  branches  and  the 
classics,  for  those  academies  that  desire  to  come  into  such  examination. 

On  motion  of  Principal  Mason : 

Reiolved,  That  the  Regents  be  requested  to  appoint  a  committee  of  three, 
who  shall  consult  with  the  Faculties  of  the  yarious  colleges,  and  with  other 
teachers  throughout  the  State,  concerning  the  advisability  of  haying  the 
entrance  examination  to  college  conducted  in  whole  or  in  part  by  a  special 
board  of  examiners,  to  be  appointed  by  the  Regents,  said  committee  to 
report  the  result  of  their  inquiries  and  their  own  recommendations  on  the 
subject  to  the  next  Conyocation. 

The  Chancellor,  in  pursuance  of  a  resolution  of  the  Convocation 
of  1865,  appointed  the  following  committee  of  Regents  and  princi- 
pals of  academies,  to  report  at  a  future  time  on  the  subject  of  suit- 
able course  i)f  study  and  appropriate  testimonials  for  females  in  the 
higher  institutions  of  State,  to  wit:  Regents  Benedict,  Perkins  and 
Hale,  and  Principals  Flack,  of  Hudson  River  Institute,  Crittenden, 
of  Packer  Collegiate  Institute,  and  Gallup,  of  Clinton  Grammar 
School. 

The  Conyocation  then  took  a  recess  until  3  o'clock  p.  M. 

Afternoon  Session  —  3  o'clock. 

The  Chancellor  introduced  Professor  Arnold  Guyot,  LL.D.,  of 
Princeton,  New  Jersey,  who  addressed  the  Convocation  on  the 
science  of  Physical  Geography  and  its  relationB  to  the  yarioos 
aationalities  and  grades  of  oiyilization. 


WTiijpping  in  Schools.  113 

On  motion  of  Secretary  Woolwortli,  the  thanks  of  the  Convoca- 
tion were  unanimously  tendered  to  Professor  Guyot  for  his  able 
presentation  of  this  important  educational  topic. 

The  hour  for  the  final  adjournment  having  nearly  arrived,  under 
the  head  of  miscellaneous  business,  Chancellor  Pruyn  announced 
the  Executive  Committee  for  the  ensuing  year  as  follows  :  Profes- 
sor Upson,  of  Hamilton  College,  Professor  Perkins,  of  Union  Col- 
lege, Professor  Frenoh,  of  the  State  Normal  School ;  Principals 
Clarke  of  Canandaigua  Academy,  Crittenden,  of  Packer  Collegiate 
Institute,  Wells,  of  Peekskill  Military  Academy,  and  Steele,  of 
Elmira  Academy. 

On  motion,  the  thanks  of  the  Convocation  were  tendered  to  His 
Excellency,  Governor  Fenton,  for  his  courteous  entertainment  of 
the  members  at  the  Executive  mansion  on  Tuesday  evening  last, 
and  to  Chancellor  Pruyn  for  his  hospitality  on  Wednesday  even- 
ing. 

The  Chancellor  thanked  the  members,  in  behalf  of  the  Board  of 
Regents,  for  their  earnest  cooperation  in  all  the  measures  devised 
for  the  advancement  of  the  cause  of  education  in  this  State,  and 
declared  the  Convocation  adjourned  to  meet  on  the  first  Tuesday 
of  August,  1867. 


Whipping  in  Schools. 


The  woman-whipping  school  case,  which  has  reflected  so  much 
disgrace  directly  upon  Cambridge  and  indirectly  upon  Massachusetts, 
is  likely  to  result  in  good,  after  all,  in  the  adoption  of  a  rule  forbidding 
corporal  punishment  in  the  Cambridge  schools,  and  a  vote  of  the  citi- 
zens condemning  the  shameful  proceeding  of  the  School  Committee 
which  justified  the  brutality  of  the  woman-whipping  master  and 
his  female  accomplices.  At  a  meeting  of  the  Republicans  of  Cam- 
bridge, last  evening,  to  nominate  officers  for  the  ensuing  municipal 
year,  Dr.  Wyman  introduced  a  resolution  declaring  that,  in  the 
opinion  of  the  meeting  corporal  punishment  of  girls  should  be  abol- 
ished in  the  schools.  Mayor  Merrill  opposed  the  resolution  on  the 
ground  that  it  would  look  like  a  rebuke  to  the  School  Committee. 

[Vol.  XVI,  No.  4.]  8 


114  Whipping  in  Schooia. 

He  deprecated  the  idea  of  changiDg  the  Board ;  he  defended  their 
action.  He  did  not  think  the  conduct  of  the  master  judicious,  hat 
he  thought  the  master  had  only  done  his  duty  I  It  appeared  hy  the 
explanation  of  Mr.  Foster,  father  of  the  girl  who  was  whipped, 
that  Mayor  Merrill  was  the  man  who  voted  against  a  public  hearing 
before  the  School  Committee. 

Dr.  Wyman,  in  advocating  the  resolution,  spoke  of  the  schools  of 
Prussia  as  having  abolished  corporal  punishment  for  more  than 
twenty-five  years,  with  beneficial  results,  and  he  thought  the  plan 
ought  to  be  adopted  here.  He  spoke  of  the  peculiar  physiological 
development  of  the  female  sex  as  being  totally  at  variance  with  the 
law  of  force.  They  required  the  law  of  love  to  govern  them.  The 
code  of  morals  was  far  more  effective  then  physical  force. 

Mr.  John  N.  Barbour,  an  old  anti-slavery  man,  fully  justified 
the  whipping  of  white  school  girls,  and  the  action  of  the  School 
Committee  on  the  subject.  But  at  this  point  in  the  meeting  Prof. 
Agassiz  stepped  forward  and  gave  his  opinion  upon  the  whipping 
of  scholars.  He  said  he  had  been  a  citizen  of  Cambridge  for 
twenty  years.  He  was  an  American  citizen.  He  could  not  sit 
still  without  saying  a  word  on  this  matter.  He  believed  in  the 
opinion  expressed  by  the  first  gentlemen  who  spoke.  He  had  been 
a  teacher  since  he  was  fourteen  years  of  age  —  some  forty  years  — 
and  he  never  struck  a  blow.  He  believed  that  the  fault  was  mainly 
with  the  teacher  whenever  corporal  punishment  was  resorted  to. 
He  was  in  favor  of  increasing  the  number  of  schools,  and  also  the 
number  of  teachers,  as  he  thought  it  impossible  for  one  man  to  control 
so  large  a  body  of  scholars  as  are  gathered  in  the  public  schools  of 
Cambridge. 

Ex-Gov.  Washburn  followed : 

He  disclaimed  all  connection  with  any  party,  and  would  vote  for 
any  man  who  would  stand  by  the  petition  which  he  had  the  honor 
of  signing  some  time  ago,  that  corporal  punishment,  so  far  as  girls 
were  concerned,  should  be  abolished  in  the  public  schools.  It  was 
not  with  him  a  personal  matter ;  ho  knew  nothing  of  the  parties 
concerned  in  the  late  whipping  case ;  it  was  with  him  a  matter  of 
greater  importance.  Discipline  was  a  means,  not  at  end.  There  is 
no  need  of  whipping  girls  to  make  them  behave.  He  reiterated  the 
statement  expressed  by  the  previous  speaker  that  in  five  cases  out  of 
seven  the  fault  was  with  the  teacher  rather  then  the  scholar.    If 


Whipping  in  Schools.  115 

there  is  a  necessity  for  punishment,  it  is  the  right  and  duty  of  the 
School  Committeo  to  remove  the  refractory  scholar.  Whipping  is  a 
positive  evil.  It  blunts  the  intellect,  and  the  scholars  lose  all  self- 
respect.  He  alluded  to  the  progress  which  had  been  made  in  the 
discipline  of  criminals  and  in  the  treatment  of  the  insane.  In  old 
times '  it  was  thought  impossible  to  have  our  schools  taught  by 
females — that  the  boys  would  overpower  them  in  the  matter  of 
discipline.  But  the  result  of  the  progress  thus  far  made  shows  that 
a  large  majority  of  the  teachers  in  the  public  schools  were  females. 

Continuing  his  remarks,  Prof  Washburn  declared  his  conviction 
that  the  application  of  corporal  punishment  was  prolific  of  evil.  It 
could  not  be  used  on  young  children  without  blunting  their  sensi- 
bilities auJ  lessening  their  confidence  in  their  teachers,  and  every 
one  else ;  and  no  girl  of  ten  years  old  or  upward  could  be  whipped 
without  hardening  or  breaking  her  heart.  Joshua  Coffin,  of  New- 
buryport,  immortalized  by  Whittier,  and  a  school  teacher  for  forty 
years,  was  rough  in  exterior  and  coarse  in  manner,  but  he  had  a 
heart  as  soft  as  a  girl's,  and  clear  head.  The  speaker  remembered 
him  at  a  teachers'  meeting,  where  the  subject  of  corporal  punish- 
ment was  under  discussion.  Many  of  the  teachers  had  advocated  a  fre- 
quent exercise  of  it.  Mr.  Coffin  rose,  and  in  about  ten  words  ended 
the  debate  and  settled  the  question.  ^^  If, "  said  he,  '^  I  wanted  to  make 
a  boy  a  rascal  I  would  treat  him  as  if  he  was  one.  If  I  wanted  to  make 
him  manly  I  would  treat  him  kindly  ifnd  generously."  Prof  Wash- 
burn said  he  had  never  yet  found  a  man  or  a  woman  so  bad  but  that 
they  had  a  tender  point  which  could  be  reached  if  they  were  treated  as 
human  beings,  and  as  one's  own  sister  or  brother.  After  speaking  of 
the  progress  made  in  recent  years  in  the  matter  of  discipline  in  schools, 
and  the  amelioration  of  the  treatment  of  lunatics,  convicts  and  sailors, 
he  closed  by  declaring  corporal  punishment  to  be  morally  and  phy- 
sically wrong,  and  urging  the  adoption  of  the  resolve  as  a  duty  which 
the  meeting  owed  to  itself  and  to  Cambridge  as  a  seat  of  learning. 

A  motion  was  adopted  striking  out  the  word  "girls"  in  the  resolu- 
tion, and  it  was  passed.  In  nominating  a  Board  of  School  Committee, 
all  the  old  Board  but  four  were  rejected.  Among  those  dropped 
is  a  clergyman,  of  whom  it  is  reported  that  he  presented  himself  at 
a  primary  school  and  spread  terror  among  the  little  children  by 
giving  the  teacher  a  long,  hard  ruler,  bidding  her  use  it  upon 
refractory  scholars  — ^'  use  it  until  the  blood  comes,  if  they  do  not 
•ubmit." —  Boston  Commercial^  Not.  27. 


116  JReport  on  Admieman  to  CbUege. 


Beport  on  Bequisites  for  Admission  to  College. 

At  the  sessions  of  the  ConTooation  in  1865  it  was  resoWed  that  in  order 
to  secure  uniformity  in  the  terms  of  admission  to  the  colleges  of  this  State, 
it  be  recommended  to  the  Faculties  of  these  institutions  to  adopt  the  fol- 
lowing studies,  proficiency  in  which  should  be  deemed  essential  to  en- 
trance : 

In  mathematics,  algebra  to  equations  of  the  second  degree,  and  plane 
geometry. 

In  Greek,  three  books  of  Xenophon^s  Anabasb,  and  one  book  of  Homer's 
Iliad,  with  prosody. 

In  Latin,  four  books  of  Caesar's  Commentaries,  six  books  of  Virgil's  Mn- 
eid,  six  select  orations  of  Cicero,  Sallust's  Catiline,  Sallust's  Jugurthioe 
War  or  the  Eclogues  of  Virgil,  and  twelre  chapters  of  Arnold's  Latin  ProM 
Composition. 

It  was  also  resoWed  that  the  preceding  requisites  presuppose  thorough 
preparation  in  arithmetic,  English  grammar,  descriptive  geography, 
classical  geography,  history  of  the  United  States  and  Greek  and  Roman 
antiquities. 

The  ConTocation  further  request  the  Chancellor  to  appoint  a  committee, 
to  consist  of  three  presidents  and  four  professors,  for  the  purpose  of  securing 
the  adoption  of  these  terms  by  the  colleges. 

This  committee  met  at  the  rooms  of  the  Regents,  on  the  24th  of  April. 
Present — Chancellor  Ferris,  President  Hickok,  President  Fisher,  Professor 
Peck,  of  Columbia  College,  Professor  Glackmeyer,  of  St.  John's  College. 
President  Barnard  was  also  present  and  was  inyited  to  sit  with  the  com- 
mittee. 

After  a  full  discussion  of  the  subject.  President  Fisher  was  appointed  a 
sub-committee  to  correspond  with  the  presiding  officers  of  the  several  col- 
leges, and  report  to  this  Convocation.  In  the  course  of  this  correspondence, 
communications  have  been  received  from  the  Faculties  of  Rochester  Uni- 
versity, Genesee  and  Hobart  Colleges,  Madison  University,  Hamilton, 
Union  and  Columbia  Colleges,  the  University  of  the  city  of  New  York,  and 
St.  John's  College,  with  the  following  results : 

President  Eaton,  of  Madison  University,  writes  that  the  Faculty  unani- 
mously approve  of  the  plan  proposed,  and  will  be  highly  gratified  to  see  it 
generally  enforced  by  all  our  colleges. 

President  Lindsay,  of  Genesee  College,  states  that  the  Faculty  took  action 
in  reference  to  the  resolutions  of  the  Convocation  early  in  the  present 
collegiate  year ;  that  they  adopted  for  the  classical  course  substantially 
what  was  decided  upon  at  the  Convocation,  but  that  the  Professor  of 
Geometry  thought  it  better  that  geometry  should  be  studied  under  his  own 
supervision.  Hence  that  study  was  not  placed  among  the  requirements  for 
sdmiMion. 


Report  on  Admiadon  to  OoUege.  '    117 

President  Jackson,  of  Hobart  College,  says  the  FaouUj  are  quite  ready 
to  accede  to  the  proposed  scale  of  requirements  for  admission  to  our  col- 
leges in  this  State. 

President  Hickok,  of  Union  College,  answers  that  the  Faculty  *^ Resolved^ 
That  the  requirements  for  admission  to  college  decided  upon  at  th*  Uni- 
versity Convocation  be  adopted  by  this  Faculty,  and  carried  into  execution 
as  soon  as  practicable."  He  adds:  **Our  requirement  have  been,  for 
some  length  of  time,  nearly  the  same  as  here  proposed,  except  in  the 
requisition  of  geometry.  It  is  doubtful  whether  we  shall  at  once  make 
that  essential,  though  we  shall  not  be  behind  any  college  in  putting  our- 
selves squarely  on  the  platform,  and  shall  urge  on  all  to  that  point  as  early 
as  it  can  be  gained." 

President  Barnard,  of  Columbia  College,  writes :  '*  The  Faculty  of  this 
college  are  quite  willing  to  conform  to  any  scheme  of  requisition  which 
may  be  acceptable  to  others,  provided  it  be  not  less  in  amount  than  they 
at  present  themselves  require.  The  requisites  in  Latin  proposed  by  the 
Convocation  are  such  as  they  could  approve.  They  incline  to  think  that 
something  more  should  be  demanded  in  Greek — perhaps  another  book  of 
the  Iliad.  In  mathematics,  they  are  content  to  accept  the  requisites  recom- 
mended by  the  Convocation,  with  the  qualification  that  the  first  and  third 
books  of  Legen^e's  Geometry  appear  to  them  to  be  sufficient  in  that  branch." 

President  Anderson,  of  Bochester  University,  says  the  Faculty  are  quite 
ready  to  make  the  slight  changes  in  the  terms  of  admission  to  bring  them 
into  harmony  with  the  views  of  the  committee.  They  will  of  course  reserve 
to  themselves  the  freedom  of  judging  what  will  be  a  fair  equivalent  (in 
other  books  than  those  named  in  your  report)  for  the  works  required  to  be 
read  by  students,  in  the  published  regulations. 

The  Faculty  of  Hamilton  College,  early  in  the  present  year,  adopted  the 
programme  of  studies  recommended  by  the  Convocation,  and  published  it 
in  their  catalogue. 

Chancellor  Ferris  states  that  the  Faculty  of  the  University  of  the  City  of 
New  York  have  agreed  to  the  same  qualifications. 

Professor  Glaokmeyer,  of  St.  John's  College,  writes  that  the  Faculty  ao- 
cept  the  requisitions,  with  the  exception  of  plane  geometry. 

It  will  be  seen  that  all  these  colleges  have  substantially  adopted  the 
qualifications  for  admission  to  the  Freshman  Class,  agreed  upon  last 
year.  The  exceptions  are  only  three,  and  these  respect  one  study,  plane 
geometry.  The  effect  of  this  exception  is,  however,  bad.  It  gives  the 
impression  that  the  standard  of  scholarship  is  lower  there  than  elsewhere. 
On  the  class  of  students  who  appreciate  and  aim  at  a  thorough  scholar- 
ship, its  effect  will  be  to  send  them  to  other  institutions ;  while  it  will 
attract  to  such  a  college  those  who  are  in  a  hurry  to  enter,  and  desire  to 
pass  with  as  slender  a  preparation  as  possible.  This  class,  however,  is 
the  very  one  on  which  the  elevation  of  the  standard  of  admission  is  de- 
signed to  act.  It  also  embarrasses  (he  teachers  in  the  academies,  since  it 
is  decidedly  for  their  interest  ta  have  the  studies  uniform,  in  order  not  to 
multiply  classes.    It  should  also  be  remembertd  that  tMs  part  of  fSBcnoL<|?r<| 


118  Report  on  Admismon  to  Gdlege. 

can  be  as  well  taught  in  the  aoademy  as  in  the  college.  There  Is  nothing 
in  it  which  demands  special  mathematical  ability  or  knowledge,  an'd  the 
acquisition  of  it  enables  the  professor  in  the  college  to  advance  the  student 
into  other  and  higher  branches  of  mathematics  than  he  could  do  if  a  term 
of  study  had  to  be  devoted  to  this.  It  is  greatly  to  be  desired,  therefore, 
that  in  this,  as  in  the  other  points,  the  entrance  qualifications  should  be 
uniform ;  and  it  Js  to  be  hoped  that  these  institutions  will  shortly  come  up 
to  the  standard  adopted  by  the  other  colleges. 

In  some  of  the  communications  from  college  officers  on  this  subject,  two 
or  three  points  have  been  dwelt  upon,  and  the  action  of  the  Convocation 
objected  to,  because  no  notice,  or  an  insufficient  notice,  was  taken  of 
them.  The  first  of  these  was  the  subject  of  thoroughness  —  the  quality 
rather  than  the  quantity  required  for  admission.  On  this  point  it  may  be 
permitted  to  remark,  that  the  question  before  us  respects  a  unifonn 
and  somewhat  advanced  standard  of  admission.  This  subject  is  logi- 
cally distinct  from  the  other,  and  stands  upon  grounds  peculiar  to 
itself.  It  is  of  great  importance  that  our  colleges  should  not  be 
behind  the  eastern  colleges  in  the  requisites  for  admission;  and  it 
is  obviously  very  desirable  that  the  same  general  course  of  preparation 
for  college  should  be  pursued  in  all  the  academies  of  the  State.  We 
do  not  Intend  that  the  institutions  of  the  Empire  State  shall  suffer 
either  in  form  or  in  fact  by  a  comparison  with  the  Institutions  of  any 
other  State;  while  it  will  greatly  assist  the  teachers  in  the  academies 
to  have  a  definite  and  not  a  varying  standard  of  preparation  for  college. 
On  this  point,  I  will  not  now  enlarge.  I  feel  free,  however,  to  go  further 
than  this,  and  to  suggest  the  opinion  that  the  uniformity  and  advanced 
character  of  preparation  for  the  college  must  have  a  decided  tendency  to 
promote  thoroughness.  When  the  Faculty  of  Hamilton  College  placed 
the  terms,  decided  upon  by  the  Convocation,  in  our  catalogue,  it  was 
feared  that  what  we  might  gain  in  quantity  would  be  lost  in  quality.  At 
the  recent  commencement,  we  admitted  a  larger  number  of  students  than 
ever  before  at  the  same  time.  Of  these,  some  half  a  doien  had  to  be  con- 
ditioned on  the  books  we  had  added  to  our  qualifications.  Most  of  these 
were  not  aware  of  the  additional  requisites,  having  had  only  a  catalogue 
of  the  previous  year  as  their  guide.  The  large  majority  had  not  only  com- 
plied with  the  advanced  conditions,  but  the  standard  of  preparation  was 
decidedly  higher  than  in  any  previous  year.  As  we  adopt  the  method  of 
written  examinations,  we  were  able  to  judge  truly  on  this  subject.  In  our 
experience  so  far,  the  advance  has  worked  well.  In  conversation  with 
the  principals  of  academies,  so  far  as  I  have  met  them,  I  find  a  decided 
approval  of  the  action  of  the  Convocation,  and  an  emest  effort  to  elevate 
the  standard  of  preparation,  not  only  in  quantity,  but  also  in  quality. 
I  wish  also  here  to  remark,  for  the  encouragement  of  the  Regents,  that 
the  system  they  have  adopted  in  requiring  a  rigid  examination  of  aca- 
demic students  in  geography,  arithmetic  and  grammar,  in  order  to  deter- 
mine the  amount  of  fUnds  to  be  distributed,  has  had  %  decided  influence 
in  promoting  iboTOUg\iii«%a  UklVi^ift  viudiea ;  and,  in  viriaeof  that  law  of 


Report  on  Admiseion  to  College.  119 

affinity  which  exists  hetween  all  branches  of  study  and  the  action  of  the 
mind,  incidentally,  in  promoting  a  better  preparation  in  the  classics  and 
mathematics.  I  think  also  that  the  discussions  on  this  subject  in  the 
Convocation,  for  the  last  two  years,  have  not  been  without  their  influence. 
This  question,  however,  is  too  broad  and  too  important  to  be  discussed  at 
this  time,  nor  does  such  a  discussion  fall  properly  within  the  seope  of  this 
report.  It  belongs  to  this  Convocation  to  take  it  up  year  by  year,  until 
experience  of  both  theory  and  practice  shall  show  us  how  best  to  seoure 
the  truest  kind  of  preparation  for  college  work. 

A  second  point  noticed,  is  the  failure  to  specify  that  stndents  will  be 
examined  on  the  studies,  a  knowledge  of  which  is  pre-supposed.  President 
Barnard  writes,  that  in  the  opinion  of  the  Faculty  of  Columbia  College, 
<«  there  will  never  be  any  certainty  of  the  possession  of  such  knowledge 
on  the  part  of  applicants,  unless  those  studies  are  made  subjects  of  actual 
examination  for  admission.  Experience  prores  that  youth  who  are  in- 
tended for  a  collegiate  education  are  rery  rarely  obliged  to  study  at  school 
anything  but  the  books  on  which  they  are  to  be  examined  for  admission, 
and  accordingly  many  young  men  enter  college  at  the  present  time  with  an 
exceedingly  imperfect  knowledge  of  modem  or  ancient  geography,  or  the 
grammar  of  their  own  language,  or  the  history  of  their  own  country. 
These  things  ought  to  be  requisitions,  and  if  they  be  not  subjects  of 
examination  for  admission,  the  fact  that  they  have  received  proper  atten- 
tion ought  to  ^e  established  by  some  satisfactory  mode  of  Terification." 
These  observations  are  unquestionably  correct.  The  Convocation,  in  re- 
garding them  as  pre-supposed,  did  not  mean  to  have  it  understood  that  no 
examination  or  verification  of  the  knowledge  of  the  student,  in  regard  to 
them,  was  to  be  had.  They  supposed  each  college  would  take  its  own 
course  in  the  matter.  In  the  opinion  of  the  undersigned,  it  would  be  better 
to  have  them  stated  in  the  requisitions  for  admission  precisely  as  in  the 
requirements  in  Latin  and  Qreek.  This  would  obviate  the  difficulty. 
Whether  the  student  shall  in  all  oases  be  examined  by  the  faculty,  or  a 
Regents'  certificate  of  examination  on  part  of  these  requisitions  shall  be 
accepted  as  satisfactory,  must  be  determined  by  each  college  for  itself. 

A  third  point  made  in  one  of  these  communications  is  that  certain  other 
studies  not  mentioned  in  the  requisitions,  especially  the  sciences  of  observa- 
tion and  experiment,  and  certain  of  the  modern  languages,  ought  to  be  pur- 
sued before  the  study  of  the  ancient  languages.  Dr.  Barnard  is  quite  earnest 
on  this  point,  and  as  he  brought  it  before  the  committee,  he  was  requested 
to  prepare  a  paper  on  it,  to  be  read  at  this  meeting  of  the  Convocation.  I 
deem  it  sufficient,  therefore,  to  state  the  point,  without  attempting  to 
anticipate  the  discussion  which  it  will  probably  receive. 

It  will  be  seen  by  the  Convocation  that  we  have  made  a  decided  advance 
towards  uniformity  in  the  formal  requisitions  for  admission  to  college.  It  re- 
mains for  us  to  determine  in  what  way  greater  thoroughness  in  these  studies 
can  be  secured,  and  whether  any  other  studies  should  be  added  to  them. 

President  Anderson  urges  another  point  as  in  his  view  of  great  import- 
anco.     He  says  we  —  the  Faculty  of  Rochester  University  — «  wish  to  put 


120  The  Earth's  Onut. 

oarselTes  on  record  m  holding  graye  doubts  regarding  all  efforts  for  giTing 
a  more  thorough  scholarship,  which  look  only  towards  action  on  the  entire 
body  of  students,  without  discrimination  to  be  made  during  their  college 
course,  both  in  the  amount  and  quality  of  the  work  to  be  done  and  in  the 
reputation  which  it  shall  confer.  But  a  small  portion  of  those  who  ought 
to  have  a  liberal  education  are  fitted  to  become  good  scholars.  Those  who 
are  thus  able,  should  be  furnished  with  a  career  for  study  and  incentives 
thereto,  which  shall  secure  vastly  higher  results  than  can  be  reached  by  the 
average  of  men.  It  is  precisely  these  few  learned  men  which  American 
education  needs  for  its  adequate  development.  We  have  enough  moderately 
learned  men,  but  are  suffering  severely  for  men  trained  as  are  the  English 
class  men  and  wranglers,  and  the  French  Agr^g^s.  I  for  one  look  for  the 
permanent  elevation  of  our  educational  system  through  well  directed 
efforts  to  secure  a  few  such  scholars  as  these,  rather  than  to  attempt  to 
raise  the  whole  body  of  students  to  a  height  they  can  never  reach."  As 
this  subject  is  one  of  importance,  I  have  given  this  extract  a  place  in  this 
report,  not  to  discuss  it  here,  but  to  bring  it  before  the  Convocation  for 
separate  discussion.       All  of  which  is  respectfully  submitted. 

SaMUKL  W.  FlSHMB. 


The  Earth'8  CniBt  Inoessantly  Changixxg. 

To  the  casual  observer  the  hills  and  valleys  that  surround  him  appear 
unchanged  and  unchangeable.  The  plains  and  battle  fields  mentioned  in 
ancient  history,  the  sites  of  cities  and  harbors,  the  courses  of  rivers  and 
contour  of  mountains  are  much  the  same  as  when  described  one  thousand, 
two  thousand,  or  four  thousand  years  ago.  But  to  him  who  looks  a  little 
more  narrowly  the  case  is  altogether  different.  The  stream  in  the  valley 
has  cut  for  itself  a  deeper  channel,  and  has  repeatedly  shifted  its  course  — 
eating  away  the  banks  on  one  side,  and  laying  down  spits  of  now  ground 
on  the  other.  The  cliffs  in  the  hills  are  more  weatherworn  and  rounded* 
and  a  larger  amount  of  rock  debris  has  accumulated  at  their  bases.  The 
lakes  of  the  old  historic  plain  are  partly  converted  into  marshes,  and  the 
marshes  into  meadow-land ;  the  site  of  the  old  city  on  the  sea-cliff  has  been 
partly  washed  away  by  the  encroaching  waves ;  and  the  ancient  harbor, 
once  at  the  river  mouth,  is  now  a  goodly  mile  inland,  and  separated  from 
the  sea  by  a  flat  alluvial  delta.  Imperceptibly  as  the  rains  and  frosts  may 
wear  away  the  mountain  cliff,  slowly  as  the  river  may  deepen  its  channel, 
gradually  as  the  delta  may  advance  upon  the  estuary,  and  little  by  little  as 
the  volcano  may  pile  up  its  scoriae  and  lava,  yet  after  the  lapse  of  ages  the 
mountain  will  be  worn  down,  the  river  channel  will  be  eroded  into  a  valley, 
the  estuary  converted  into  an  alluvial  plain,  and  the  volcano  rear  its  cold 
and  silent  dome  into  the  higher  atmosphere.  All  that  is  necessary  is  time, 
and  this  is  an  element  to  which  we  can  see  no  limit  in  the  ftiture,  any  more 
than  we  can  discover  a  beginning  to  it  in  the  past. — Paffi*$  Qwlogyfur  Omt- 
ral  Beaderi, 


Eesident  Editor's  Depaitment 


MISCELLANY. 


The  Banner  List. — Professor  James  H.  Hoose,  who,  for  a  number  of 
years,  has  been  one  of  the  most  zealous  and  aotiye  friends  of  the  Tsaohbb, 
has  sent  us  a  list  of  one  hundred  and  twenty  names  as  subscribers  to  the 
present  volume.  This  acknowledgment  is  but  a  small  return  for  his  friend- 
ship and  earnest  labor  in  the  cause. 

Uniyeksitt  Convocation. —  The  proceedings  of  the  last  annual  meet* 
ing  of  this  body  to  which  wt  give  so  much  space  in  our  present  issue,  are 
of  such  preeminent  importance  as  to  justify  the  prominence  we  have  given 
them.  We  look  forward  hopefully  to  the  most  important  reforms  in  higher 
education. 

Planets  in  Conjunction. —  On  the  6th  Dec,  1866,  the  planets  Mercury, 
Venus,  Earth  and  Moon  were  in  conjunction.  Will  some  one  inform  UB 
when  this  event  will  next  after  this  occur,? 

Paris,  III,  J.  H. 

Taschkend  annexed  to  Russia. —  The  governor-general  of  Orenbourg, 
recently  received  the  petition  of  the  inhabitants  of  Taschkend  to  be  ad- 
mitted among  the  subjects  of  the  Czar.  On  the  9th  of  September  (N.  S.), 
the  governor-general  received  the  oath  of  allegiance,  and  the  new  relatione 
'were  celebrated  with  great  pomp. 

National  Debt.— The  debt  of  Great  Britain  is  $4^041,449,490,  of  the 
United  States  $2,844,367,730. 

A  New  Textile. —  The  last  discovery  which  comes  to  us  from  Nevada  is 
agricultural  rather  than  mineral,  but  very  important.  It  is  of  a  new 
textile,  such  as  was  eagerly  sought  when  the  rebellion  broke  out,  but 
unsuccessfully.  The  plant  now  discovered  has  its  home  in  the  Humboldt 
Valley,  where  it  grows  in  large  quantities,  and  can,  of  course,  be  made  to 
grow  more  thriftily  by  cultivation,  while,  if  it  has  the  values  which  are 
ascribed  to  it,  it  will  soon  be  removed  to  other  fields  and  propagated  among 
regular  crops.  The  plant  is  said  by  the  discoverers  to  be  superior  to  any 
textile  now  in  use.  Though  styled  hemp,  it  is  so  called  on  account  of  its 
closer  similarity  to  that  than  to  any  other  growth.  It  has  a  stronger  and 
finer  fibre  than  the  proper  hemp,  and  a  much  longer  staple.  In  propor- 
tion to  the  wood,  too,  the  fibre  is  much  more  abundant.  It  can  be  more 
easily  separated  than  flax  or  hemp,  and  can  be  stripped  clean  from  the 


122  Resident  Editor's  Department. 

Btalk  without  preparation,  Nevada  lies  between  thirty -seren  degrees  and 
forty-two  degrees  north.  This  corresponds  with  the  latitude  of  Northern 
California,  of  San  Francisco,  Salt  Lake  city,  Indianapolis,  Columbus  and 
Philadelphia.  The  Humboldt  riyer,  along  which  the  new  hemp  grows, 
runs  from  the  mountains  of  that  name  westward,  through  a  mountainous 
country.  If,  therefore,  experiment  proves  what  is  now  claimed  for  this 
textile,  it  can  be  prolonged  in  its  cultivation  from  its  original  habitat  to 
our  own  doors,  and  will  enhance  the  value  of  the  hemp  harvest  in  those 
States  where  it  is  now  an  important  feature. 

i^ELEGBAPHT. —  A  systsm  of  telegraphing  is  now  in  operation  in  France, 
by  which  exact  copies  of  the  original  messages  are  produced  at  the  termi- 
nus of  the  lines,  solely  by  mechanical  means.  The  telegram  is  written  on 
paper  coated  with  a  lead-colored  non-conducting  surface.  The  ink  em- 
ployed changes  every  point  touched  by  it  to  the  opposite  electrical  cha- 
racter. Two  pendulums  at  either  end  of  the  circuit  swing  in  unison  ;  the 
upper  end  of  each  is  divided  into  many  points.  By  this  contrivance,  the 
message  being  passed  over  these  at  one  end,  a  current  to  correspond  with 
the  writing  is  sent,  and  a  fae-simile  copy  on  prepared  paper,  held  to  the 
vibrating  pendulum,  is  produced  at  the  other  extremity. 

The  North  Pole. — Two  French  gentlemen  recently  explored  the  Island 
of  Spitsbergen  in  a  manner  never  before  done.  They  have  measured  the 
mountains,  mapped  the  whole  coast,  examined  the  vegetable  products,  the 
geological  composition,  &o.,  of  the  island.  They  found  that  the  long  day, 
extending  over  several  months,  during  which  the  sun  never  sets,  became 
intensely  hot  after  a  month  or  two  by  the  unceasing  heat  from  the  sun.  In 
this  period  vegetation  springs  up  in  great  luxuriance  and  abundance. 
The  North  Pole  is  only  a  matter  of  600  miles  from  the  island,  and  it  is 
thought  by  the  two  explorers,  as  by  many  others,  that  the  Pole  itself,  and 
the  sea  which  is  supposed  to  surround  it,  could  be  reached  from  Spitsbergen 
without  any  great  difficulties  being  encountered.  A  single  fact  noticed  by 
the  explorers  in  connection  with  this  island,  is  the  enormous  quantities  of 
floating  timber,  which  literally  cover  the  waters  of  the  bays  and  creeks. 
A  careful  examination  of  the  character,  condition  and  kind  of  those  float- 
ing logs  would  no  doubt  lead  to  a  conclusion  as  to  whence  and  how  they 
came,  and  probably  suggest  new  theories  for  the  solution  of  geographical 
problems  connected  with  the  Arctic  Sea. 


PERSONAL. 

AsHEB  6.  Eyams,  formerly  of  Wilson,  N.  T.,  succeeds  B.  M.  Reynolds  as 
principal  of  the  Lockport  Union  School.     He  will  do  good  service. 

MoEllioott. —  Died  in  the  city  of  New  York,  Oct.  22,  1 866,  James  N. 
McElligott,  LL.D.,  ex-President  of  the  N.  T.  State  Teachers*  Association. 
Dr.  MoElligott  was  a  teacher  of  large  and  varied  experience,  a  ripe  scholar : 


Beaident  EdUor'a  Department.  123 

and  in  the  highest  sense,  as  many  who  will  cherish  his  memory  can  testify, 
a  Christian  gentleman ;  courtly,  bat  courteoas ;  dignified,  but  affable ; 
learned,  but  unostentatious.  He  was  formerly  principal  of  the  Mechanics* 
Society  School,  but  for  some  years  has  maintained  a  select  school,  for  the 
education  of  boys  in  classic,  mathematical  and  English  studies.  He  was 
the  author  of  several  educational  works,  among  which  are  the  Young  Ana- 
lyser, McElligott's  Debater,  &c.  The  new  series  of  Union  Readers,  known 
as  Prof.  Sanders',  owe  much  to  his  participation  in  their  preparation.  His 
last  literary  .work  as  given  to  the  public,  is  an  introduction  to  Hailman's 
**  Object  Teaching,"  an  extract  of  which  will  appear  in  our  next  number. 
Dr.  McElligott  was  in  middle  life,  but  he  has  left  behind  him  a  record 
which  many  a  one  of  three  score  and  ten  might  envy.  In  the  fullness  of 
his  strength  he  has  gone  to  learn  a  higher  wisdom. 

David  N.  Camp,  formerly  Supt.  of  Schools,  Conn.,  and  now  of  St.  John's 
College,  Maryland,  has  resigned  his  position  as  Resident  Editor  of  the 
Conn.  Common  School  Journal. 

Mk.  E.  L.  Youmans,  recently  returned  from  London,  is  passing  through 
the  press  of  Macmillan,  a  work  on  the  Educational  Demands  of  the  Present 
Affe,  which  will  be  issued  here  simultaneously  by  the  Appletons.  The 
newspaper  rumors  that  he  has  accepted  a  place  in  Antioch  College  are 
incorrect;  he  is  lecturing  upon  ** Education  in  England." 


JNTELLIOENCE-^HOME. 


Brooklyn. —  The  Board  of  Education  have  adopted  a  new  course  of 
study,  and  organized  a  training  class  for  primary  teachers  to  meet  weekly. 
The  exercises  of  the  class  are  to  be  under  the  direction  of  the  Assistant 
Superintendent.  Free  evening  schools  have  been  established,  to  be  open 
for  the  term  of  three  months. 

New  York  University. —  The  recent  gift  of  one  hundred  thousand 
dollars,  by  Mr.  Loring  Andrews  to  the  University  of  the  City  of  New  York, 
was  made,  it  is  understood,  with  the  following  purposes  :  For  a  Professor- 
ship of  Logic,  Intellectual  and  Moral  Sciences,  $25,000 ;  for  a  Professor- 
ship of  the  Evidences  of  Revealed  Religion  and  Evangelical  Theology, 
$25,000 ;  to  complete  a  Greek  Professorship,  $15,000 ;  for  a  Professorship 
of  Political  Science,  embracing  political  economy,  municipal,  constitutional 
and  international  law,  $15,000 ;  for  medals  and  premiums  to  be  awarded  for 
proficiency  in  various  branches,  the  income  of  $10,000 ;  for  apparatus,  to 
be  equally  divided  between  the  chemical  and  philosophical  departments, 
the  income  of  $10,000. 

Tboy. —  A  new  school  building  for  a  free  colored  school,  was  opened  in 


124  Beridmt  Editof^s  Department. 

this  oity  last  NoTember.    It  is  said  that  the  fHends  of  the  meamire  haT« 
|abor«d  for  it  for  more  than  thirty  years. 

Cornell  TJniyibsitt. —  At  a  late  meeting  of  the  trustees  of  the  Cornel 
University,  Hon.  Andrew  D.  White  of  Syracuse,  was  unanimously  elected 
President  of  the  Institution.  Mr.  White  was  formerly  Professor  of  History 
in  the  Uniyersity  of  Michigan.  He  is  a  ripe,  earnest  and  practical  scholar, 
a  nd  his  large  knowledge  of  public  affairs  will  add  to  his  fitness  for  this 
most  important  post. 

Catuga  Couhtt. —  The  Teachers'  Institute  for  the  southern  portion  of 
Cayuga  county,  was  held  in  the  Tillage  of  Moravia,  commencing  October  1, 
1866,  and  continuing  in  session  two  weeks.  The  teachers  in  atiendanet 
numbered  over  one  hundred)  and  all  seemed  to  feel  well  paid  for  their  time 
and  expenses. 

The  Institute  was  conducted  by  Professor  John  G.  Murphy,  of  Cairo, 
Greene  county,  who  thoroughly  instructed  the  teachers  in  the  different 
branches  taught  in  our  common  schools.  As  a  teacher  of  mathematics 
Prof.  Murphy  has  no  superior.  His  definitions  and  rules  for  the  solution 
of  examples  were  such  as  were  never  before  presented  to  the  teachers  of 
this  county,  he  being  the  originator  of  them.  He  also  introduced  a  new 
feature  in  the  Institute^  the  practicing  of  Calisthenics,  which  was  received 
with  marked  approbation  by  all,  and  nearly  every  teacher  intends  to  intro- 
duce this  most  healthful  exercise  into  their  schools  the  coming  winter. 
Prof.  Marphy  was  assisted  during  the  session  by  Prof.  A.  W.  Young,  of 
Ripley,  N.  Y.,  author  of  Young^t  Oovemment  Clast  Book^  Commissioner 
Ellery  of  the  2d  District,  and  Mr.  B.  J.  Denson. 

The  session  closed  with  a  sociable,  in  which  all  enjoyed  themselves  to 
the  best  of  their  ability. 

Commissioner  Mcintosh  has  by  his  untiring  energy  and  seal,  proved 
himself  equal  to  the  task  imposed  upon  him  by  the  duties  of  the  office. 

A  pleasant  incident  occurred  on  Thursday  of  the  second  week.  The 
teachers,  wishing  to  give  Prof.  Murphy  and  Commissioner  Mcintosh  some 
token  of  the  high  esteem  in  which  they  held  them,  presented  each  with  a 
copy  of  Johnsori't  Family  Atlas, 

They  were  presented  in  behalf  of  the  Institute  by  Mrs.  B.  J.  Denson,  in 
a  few  well  chosen  words.  Prof.  Murphy  and  Commissioner  Mcintosh, 
although  much  surprised,  responded  in  a  very  happy  manner. 

Greens  Couiitt. — The  Teachers*  Institute  for  Greene  ooanty,  convened 
at  Windham  Centre,  N.  Y.,  October  29,  2  o'clock  p.  m.,  under  the  direction 
of  Commissioners  Geo.  C.  Mott  and  S.  S.  Mulford,  assisted  by  Profs.  L.  H. 
Cheney  and  0.  Porter,  Rev.  A.  C.  Morehouse  and  Rev.  C.  Kendall. 

The  Institute  was  organised  by  the  appointment  of  secretaries,  critics, 
time-keepers,  etc.  After  introductory  remarks  by  Commissioner  Mott, 
the  daily  order  was  taken  up  as  follows  :  Instruction  in  arithmetic,  gram- 
mar, geography,  and  reading,  by  Professor  Cheney;  Orthography,  by 
Commissioner  Mott;    mental  arithmetic,    Commissioner  Mulford;    civil 


Bmdmt  Mitof^e  Department.  125 

f  oTernment,  Prof.  £•  G.  Lawrence ;  Tooal  music,  Prof.  0.  Porter.  SeTeral 
practical  questions  were  discussed.  Eyening  lectures  were  deliTered  by 
Prof.  Cheney  and  others.  The  opening  of  the  query  box,  and  practical 
auggestions  by  the  Commissioners,  formed  part  of  the  eyening  exercises. 

Second  Sestion, —  This  was  organised  at  the  Court  House,  in  Catskill, 
Not.  8,  1866,  by  School  Commissioner  O.  C.  Mott  and  Br.  J.  H.  French, 
conductor,  with  thirty-eight  members  present.  Commissioner  S.  S.  Mul- 
ford  was  able  to  be  present  on  Monday  and  Tuesday. 

The  Commissioners  and  Conductor  were  untiring  in  their  efforts  to 
Tender  the  session  both  instructiye  and  entertaining. 

Teachers  were  truly  taught  **How  to  Teach."  The  Tarions  methods  of 
teaching  presented  by  Dr.  French  can  not,  if  generally  and  faithfully 
practised,  fail  to  eleyate  the  standard  of  public  instruction. 

Too  much  praise  can  not  be  awarded  those  who  presided  oyer  the  Insti- 
tute, for  the  faithful  and  efficient  manner  in  which  they  performed  their 
arduous  duties. 

The  following  appointments  were  made  by  the  Commissioners :  Secre- 
taries-^ Sara  A.  Hawks,  Prattsyille,  Emily  S.  Cole,  Athens:  Time  Keepers — 
Cornelia  A.  Reed,  Durham,  Lena  J.  Perkins,  Hunter ;  Committee  on  Reso- 
lutions —  Mr.  Chas.  Richards,  Durham,  Miss  Annie  Lisk,  New  Baltimore, 
Miss  Fannie  A.  Abeel,  Catskill,  Miss  J.  C.  Martin,  New  Baltimore. 

Eyening  lectures  were  deliyered  as  follows:  Noy.  9,  **  The  relations  of 
Geography  and  Astronomy  to  'each  other,"  Dr.  J.  H.  French ;  Noy.  12, 
••Weights  and  Measures,"  Dr.  J.  H.  French;  Noy.  18-14,  ••The  Empire 
State,"  Dr.  J.  H.  French;  Nov.  16,  ••Music,"  M.  P.  Cayert,  A.M.;  Nor. 
16,  •*  Character  and  Signs,"  Prof.  C.  Townsend. 

The  lectures  by  Dr.  French  were  solid  and  replete  with  instruction. 
The  one  by  Prof.  Cayert  was  of  a  high  order  and  impressiye.  That  by 
Prof.  Townsend  full  of  valuable  instruction  and  laughter  provoking  illus- 
trations. His  Instructions  on  Civil  Government  were  good  and  much 
needed. 

The  Institute  numbered  sixty-five  live  and  devoted  teaehere,  and  aijyourned 
Nov.  17,  11  A.  M.,  with  the  mutual  understanding  that  the  efforts  of  the 
Commissioners,  Lecturers  and  Teachers,  shall  do  much  to  advance  our 
educational  interests. 

The  following  resolutions  reported  by  the  committee,  were  unanimously 
adopted: 

Resolved,  That  we  regard  Teachers'  Institutes,  as  being  among  the  most 
powerful  agents  for  introducing  uniformity  in  teaching ;  for  qualifying 
the  members  of  our  profession  for  the  proper  discharge  of  their  duties ; 
and  for  promoting  the  best  interests  of  our  common  schools. 

Resolved,  That  it  is  the  duty  of  teachers  to  attend  Teachers'  Institutes, 
and,  in  order  that  they  all  may  be  able  to  do  so,  it  is  the  duty  of  the 
inhabitants  of  every  school  district  to  encourage  them,  by  giving  a  rea- 
sonable compensation  to  those  engaged  in  teaching. 

MoNROB  County. —  The  Teachers'  Institute  for  the  Third  Assembly 
Dbtriot  convened  on  Monday,  Oct  29.    Professor  Williama  of  the  Depart- 


126  JSesideni  Editors  Department. 

ment  oondaofced  the  exercises  daring  the  first  week,  and  Prof.  J.  H.  Hoose 
the  second.  Prof.  J.  W.  Barker  was  present  about  two  days,  and  added 
much  to  the  general  interest,  with  his  exercises  on  reading,  and  his  eyen- 
ing  lectures,  which  were  good.  On  Mondaj  of  the  second  week,  Mrs.  A. 
T.  Randall  and  Mrs.  Arey  arriyed,  and  took  an  actiye  part  in  the  Institute. 
Mrs.  Arey  gaye  some  excellent  instructions  to  the  young  ladies  on  eti- 
quette generally.  She  did  good  seryice  while  present.  Mrs.  Randall 
can  not  be  too  highly  esteemed  by  the  teachers,  for  her  assistance  in  the 
Art  as  well  as  Science  of  reading.  Miss  Smith  gaye  some  fine  instructions 
in  grammar,  geography  and  history.  The  eyenings  were  all  occupied  by 
public  exercises.  On  Monday  evening,  Prof.  Robinson  lectured  on  the 
subject,  "  Geology  of  New  York."  On  Tuesday  evening,  Prof.  Williams 
gave  a  familiar  talk  on  **  School  Polity."  Wednesday  evening.  Commis- 
sioner F.  R.  Garlock  lectured  on  **  Physiology  and  Hygiene."  Thursday  and 
Friday  evenings  were  occupied  by  Prof.  Barker,  his  principal  lecture 
being  the  *<  American  Lakes."  Monday  evening.  Prof.  G.  Townsend  of 
Rochester,  gave  his  spicy  lecture  entitled  **  Advantages  derived  from  a 
critical  obseryation'of  men  and  things."  Tuesday,  Prof.  Hoose  entertained 
a  large  and  intelligent  audience  on  **  Books,  and  when  to  buy  books." 
Wednesday  eyening,  Judge  J.  C.  Chumasero  of  Rochester,  gave  an  elo- 
quent and  instructive  lecture  on  the  *<  Primitive  inhabitants  of  Earth." 
On  Thursday  evening,  J.  D.  Husbands,  Esq.,  of  Rochester,  spoke  on  the 
«  Democratic  Principle  as  applied  to  American  Education."  Friday  even- 
ing the  Annual  Reunion  was  held.  As  a  whole,  the  Institute  has  been  a 
complete  success.  The  number  in  attendance  exceeded  that  of  any  former 
session.  The  Department  has  been  liberal  beyond  expectation  in  furnish- 
ing help,  and  help  too  of  the  first  order.  The  great  idea  of  '*  Practicability  " 
was  kept  constantly  before  the  Instructors,  and  the  teachers  have  been 
benefited  to  a  great  extent  thereby,  We  numbered  this  session  207, 
nearly  all  of  whom  were  active  teachers. 

Ontario  County. —  The  Ontario  County  Teachers*  Institute  held  its 
session  at  Canandaigua,  beginning  October  2,  and  continued  for  two 
weeks. 

About  three  hundred  teachers  were  present,  the  Institute  being  the 
largest  ever  held  in  the  county. 

The  principal  Instructors  were  Rev.  J.  C.  Moses  of  Dundee,  Prof.  J.  W. 
Armstrong  of  Oswego,  Profs.  Townsend  and  De  Graff  of  Rochester,  Prof. 
Shattuck  of  New  York  city,  and  others,  who  have  the  kind  wishes  of  all 
who  were  present,  for  their  instructive,  practical  and  valuable  lessons  in 
school  teaching.  The  evening  lectures  were  interesting  and  attractive, 
which  was  evinced  by  a  crowded  house  during  each  evening  session. 

Our  Institute  was  a  great  success,  and  fully  demonstrated  the  import- 
ance of  these  organizations  in  our  great  school  system. 

OswxQO  County. — The  Teachers'  Institute  met  pursuant  to  acyournment 
of  first  waokt  OoL  lit,  8^  o'olook,  a.  k.    A  large  number  of  toaohors  wiore 


Beaident  JSditor'a  Department  127 

present  from  erery  town  in  the  8d  Commissioner's  District,  and  seyeral 
from  other  districts  and  counties,  making  the  number  of  names  registered, 
one  hundred  and  thirty-four.  Mr.  Barr,  Deputy  State  Superintendent  of 
Public  Instruction,  was  with  us  on  Monday,  and  occupied  a  considerable 
part  of  the  day,  upon  the  best  modes  of  organixing  schools ;  also,  making 
the  teachers  acquainted  with  the  duties  of  the  profestion,  Tuesday  eyening 
Mr.  Barr  delivered  a  lecture  before  the  Institute  and  friends  of  Education. 
Subject — ''The  Duties  and  Responsibilities  of  the  Teacher."  His  address 
was  characterized  by  deep  research  and  earnest  thought,  showing  that  he 
felt  the  magnitude  of  our  work.  The  pathos  with  which  he  addressed  us, 
could  but  make  an  impression  of  good  upon  the  hearts  of  all  who  listened. 

Wednesday  evening  we  listened,  most  profitably,  to  a  lecture  from  Prof. 
Smith,  which  was  concisely  written,  eloquently  delivered,  and  showed  that 
the  speaker  had  thought  much  and  carefully  upon  his  subject.  Thursday 
Mr.  J.  H.  Matteson,  of  Pulaski  Academy,  occupied  some  time,  which  we 
trust  will  prove  greatly  to  the  benefit  of  our  teachers,  upon  the  best 
modes  of  conducting  classes  in  Mental  and  Analytic  Arithmetic;  also 
elaborating  some  illustrations  and  demonstrations  of  those  rules  we  have 
to  contend  with  often,  but  are  seldom  dwelt  upon  by  the  teacher,  vix  :  "  Cir- 
culating Decimals,"  and  **  Evolution."  At  evening,  Mrs.  M.  A.  Smith 
(our  Instructress  from  the  State  Department  of  Public  Instruction)  took 
leave  of  the  Institute,  being  fully  assured,  that  by  her  kindness  and  amia- 
bility, she  had  won  the  esteem  of  all  present,  and  that  we,  as  an  Institute, 
highly  appreciated  her  labors.  At  her  departure  we  extended  to  her  our 
<*r!ght  hand  of  fellowship,"  bidding  her  a  heartfelt,  <*God  speed  "in 
whatever  field  of  labor  she  might  enter.  Friday  the  programme  was  dis- 
pensed with,  miscellaneous  business  taking  its  place.  At  evening  the 
annual  Rhetorical  exercises  of  the  Teachers'  Institute  were  held  at  the 
Congregational  Church,  opening  with  devotional  exercises,  conducted  by 
Prof.  N.  White,  of  St.  Lawrence  University.  On  the  calling  of  the  roll, 
each  member  responded  by  giving  either  an  original  or  selected  sentiment, 
after  which  the  following  programme  was  fully  carried  out: 

Music.  Declamation  —  T.  S.  Snell.  Select  Reading — Miss  E.  F.  Salis- 
bury. Recitation  —  Miss  I.  Rathbun.  Select  Reading  —  Miss  M.  Carpenter. 
Music.  Declamation — Mr.  V,  J.  Purington.  Essay  —  Miss  S.  Brown. 
Declamation — H.  Henderson.  Recitation — Miss  D.  Everingham.  Mu- 
sic. Paper  — »« The  Sheaf,"  edited  by  Miss  L.  Thompson,  and  the 
**  Offering  "  by  Mr.  A.  B.  Bowen.  Select  Reading  —  Miss  E.  J.  Dickin- 
son. Recitation  —  Miss  N.  Martin.  Select  Reading  —  Prof.  N.  White. 
Toasts^  Resolutions^  3^c, 

After  which  a  beautiful  copy  of  the  Bible  was  presented  to  Commissioner 
Goodell,  by  Miss  S.  Brown,  as  a  token  of  respect  and  a  memorial  of  the 
Teachers  of  the  8d  Commissioner's  District,  of  Oswego  county. 

Music,  and  then  adjournment  to  Salisbury  Hall  for  a  sociable. 


128  Be&idmt  EdiUn^s  Dqpa/iimmd. 

The  InBtitute  proTed  an  entire  sucoess,  and  we  know  that  no  person 
attending  during  anj  part  of  the  aeseion,  went  to  their  homes  unsatisfied. 

W.  8.  GooDiLL,  President. 
E.  W.  B1.A1.CHABD,    )    Secretaries. 
M.  G.  AurswosTH,    ) 

Dated,  Sandy  Oruk,  October  6th,  1866. 

St.  Lawbehob  County. —  The  town  of  Potsdam  has  olTered  $25,000,  the 
Board  of  Superrisors  $26,000,  and  the  trustees  of  St.  Lawrence  Academy 
$15,000,  as  a  bid  for  the  location  of  one  of  the  Normal  Schools  at  Potsdam. 

The  Board  of  Superrisors  hare  adranced  the  salaries  of  the  School 
Commissioners  to  $1,000  each. 


i 


LITERARY. 

EccE  Homo. —  The  author  of  Ecce  Homo  has  at  last  been  found  in  Pro- 
fessor Seeley,  of  UniYersity  College,  London. 

James  Russell  Lowell  is  writing  a  series  of  articles,  in  prose  and  Terse, 
for  the  AUantie  of  next  year.  The  statement  that  he  is  engaged  on  a  norel 
is  incorrect. 

Longfellow  is  still  engaged  on  Dante,  He  has  not  only  translated  the 
whole  poem,  but  has  nearly  all  the  notes  done  and  stereotyped,  so  that  the 
work  will  certainly  appear  soon. 

Batabd  Tatlor  has  been  chartered  by  the  Atlantic  to  make  a  new  trip 
to  the  Old  World,  and  write  a  series  of  papers  on  the  **  By-ways  of  Europe." 

Oliver  Wendell  Holmes  is  writing  a  noTel  for  the  Atlantic,  The  first 
part  of  it  will  be  published  in  the  January  number.  It  is  called  <*  The 
Guardian  Angel.'*     It  is  a  novel  of  New  England  life  of  the  present  year. 

John  G.  Whittieb  is  engaged  in  preparing  for  publication  a  new  Tolume 
of  poems,  to  be  called  The  Tent  on  the  Beach,  It  has  not  left  his  hands  yet, 
but  it  will  probably  be  issued  in  the  spring. 

Governor  Winthrop. —  The  second  and  last  volume  of  Mr.  Robert 
Winthrop's  biography  of  his  renowned  ancestor,  John  Winthrop,  is  an- 
nounced as  soon  to  appear. 

Bryant  has  gone  abroad  to  spend  the  winter. 

Mr.  George  Peabodt,  who  is  soon  to  return  to  England,  has  made  the 
following  magnificent  gifts  in  addition  to  those  chronicled  in  our  last 
number :  to  Kenyon  College,  $25,000 ;  to  the  Maryland  Historical  Society, 
$20,000. 

James  Parton  is  to  write  the  Life  of  John  Brown. 


Besident  Editor's  Department.  129 

Mb.  Rapbabl  Sbmmbs,  late  Admiral  0.  8.  A.  navy,  haf  aeoepUd  the 
Professorship  of  Moral  Philosophy  and  English  Literature  in  the  Louisiana 
State  Seminary. 

HoMBE  AND  ViBoiL.—  W.  J.  Widdlotou,  New  York,  announces  the  Iliad, 
translated  into  English  accented  hexameter,  by  Sir  J.  F.  W.  Herschel,  and 
the  ^neid,  translated  into  English  Terse  by  Prof.  CoTington  of  Oxford. 


INTELLIOENCE'-' FOREIGN. 

CALiroRNiA. —  The  Teacher  gives  the  following  statistics  of  California 
schools :  Total  children  between  6  and  15,  84,042 ;  white,  82,824 ;  negro, 
626;  Indian,  1,093.  Number  of  whites  that  hare  attended  school,  53,192 ; 
negro,  205 ;  Indian,  90.  Number  of  Mongolian,  361 ;  attending  school,  12. 
Whole  number  enrolled,  55,178 ;  ayerage  number  belonging  to  schools, 
48,091 ;  ayerage  attendance,  83,989 ;  total  number  of  schools,  986  ;  salary 
of  male  teachers,  per  month,  $78 :  female,  $57. 

Georqia. —  A  bill  has  been  under  consideration  in  the  Georgia  legisla- 
ture, looking  to  the  establishment  of  common  schools  for  whites  and  blacks 
throughout  the  State,  and  will  probably  be  passed. 

CoMiraoTioiTT. —  The  twentieth  annual  meeting  of  the  State  T^Mhers* 
Association  was  held  in  Middle! own,  October  25,  and  26,  Prof.  J.  N.  Bart- 
lett  presiding.  Different  classes  of  schools  were  represented  by  teachers 
f^om  all  parts  of  the  State.  Lectures  were  delirered  as  follows :  **  Beading 
as  a  Fine  Art,"  by  Prof.  Moses  T.  Brown  of  Tufts  CoUega;  «•  Enthusiasm 
in  Teaching,*'  by  Rev.  Mr.  Scudder,  School  Visitor  of  Hartford.  Among 
the  topics  for  general  discussion  were :  *'  A  Qourse  of  study  for  Graded 
Schools;"  <*The  Marking  System;"  and  «« Moral  Training."  A  report 
was  presented,  on  Ventilation.  T.  T.  Burrows  of  Hartford,  is  President 
for  next  year,  and  0.  Davis  of  Norwich,  Corresponding  Secretary. 


BOOK  NOTICES. 

The  Illustratid  Annual  or  Phbvoioot  and  Phtsioloot,  /m*  1867.  By 
S.  R.  Wells,  E^tor  Phrenological  Journal  and  Life  lUuitrated,  New 
York:  Fowler  and  Wella,,  pp.  68,  pamphlet. 

Aside  from  the  phrenology  in  this  pamphlet,  for  which  we  do  not  care 
a  fig,  there  are  a  great  many  ns^l  and  entertaining  things  —  the  cream  of 
the  Journal  for  the  last  year,  and,  we  presume  some  things  not  in  the 
journal — about  fat  folks  and  lean;  Hindoos  and  Handwriting;  Carlyle 
and  Greeley ;  New  Tork  Society  and  Hottentots ;  Marriage  and  Morals  ) 
Jews  and  Jeu  d'esprits,  etc.  It  is  worth  20  cents. 
9 


ISO  Besident  Mit(n^s  Df^rlment.  . 

Christian  Ethics,  vr  the  Sdmee  iff  Duly.    By  Joibph  Aldbv»  D.D.,  LI1.D. 

LaUe  Pruidmt  of  J$ffer9on  College^  author  of  ^^EUmtnU  of  IntelUetual  Phi-- 

loiophy**  etc.,  etc.    New  York :  Iviton,  Phinney,  Blakeman  J*  Co.,  1866., 

l2mo,pp.  170. 

Ther9  is,  at  thiB  day,  Utile  new  that  can  be  presented  on  the  I>octrine  of 
EthioB,  and  a  new  work  is  to  be  Judged  not  so  maoh  from  its  philosophy, 
as  from  the  olearness,  foroe  and  directness  with  which  it  states  receiyed 
propositions,  and  ftrom  its  adaptation  to  use  in  the  class  room.  Of  the 
book  before  ns,  it  is  sufficient  to  saj,  that,  without  presenting  any  saljeots 
of  dogmatic  theology,  it  takes  the  Christian  scriptures  as  the  great  law  book : 
the  subjects  are  systematically  arranged ;  the  language  is  concise,  often 
aphoristic,  and  the  clearness  with  which  great  ftindamental  principles  and 
their  application  are  stated,  is  worthy  of  all  praise.  It  is  firesh,  Tigorons, 
timely,  and  will,  or  should  meet  with  ftiTor. 

Thi  Pbimabt  Ukioh  Spiakxb:  Containing  Original  and  Selected  Pieeee  for 
Declamation  Mnd  Recitation  m  Primary  SehooU.  By  John  D.  Phubbiox, 
Superintendent  of  the  Public  SehooU  of  Boeton,  and  Author  of  the  Ameriem 
School  Speaker,  With  Dluetratione.  Boeton:  Taggard  and  Thompeen^ 
1866. 

This  little  book  of  one  hundred  and  fifty  pages,  contains  sufficient  Tariety 
to  meet  all  tastes  and  capacities  in  the  class  of  children  for  whom  it  is 
intended.  Many  of  the  pieces  are  patriotic,  and  among  the  seleotioBs  we 
notice  a  fair  proportion  of  the  old  gems,  that  are  ftreeh  as  eyer  in  their  new 
setting. 

WESTERN  SGIOOL  FURNITDRB  WORKS. 

ESTABLISHED  IN  1864. 

^ —  -^  m'Z 


Bent  to  all  Applicants. 


Embracing  over  Fifty  Different  Styles. 
W.  CHASE  &  SON, 

Wo.  198  SeTOBth  ftreot. 

«VVFAI.O,W.1r. 


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"Sent  prepaid  by  first  Post,*'  at  prices  annexed. 


BT 

Fowler  and  WeUs,  389  Broadway,  New  York. 

The  following  List,  embraces  most  of  our  Books,  saFe  prirate  Medical  Works 
oonUined  in  our  **  Spicial  List/'  and  those  on  PHONOGBAPHT,  which  are 
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Domy,  in  map  form,. 


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nildiv'irery  and  the  Diseases  of 

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HVater-Cure    In     Chronic 

cases :  an  exposition  of  the  CaoMs,  fi 
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work ^.. 

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Duteaso.    By  J.  M.  Kausso.    Masln, 

IVatei^Care    manual.    A  Fi 

work  on  Hydropathy.    Muslin,. 


WORKS  ON  JPHYSIOLOGT. 


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lu), 

Human  Voice,  Its  Right  ICanaf 
in  Spcakm^aud  Keadinx 

Hereditary  Descent,  iti  Item 

Facts  applied  to  Human  Improvaam 

Innincy.  or,  the  Physiological  and 
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Natural   I^aiw-s  of  Man. 

Spurzheim.    A  Kood  work 


B 


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conKidortti  In  relation  toHuman Alim 
thn  Wines  of  Scripture.  By  SyWesU 
hhm 

Physlolo&Ts  Animal  and  1 

tal,  applit<d  Ui  Health  of  Body  and  P 
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Sober  and  Temperate  lilft 

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ttiU'liii, ..,,,.,, . . ^.,.,.^1 1*0 

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iavlns  and  liraflltn^i  or,  Dfimt^Uc 
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Notes  on  Beanijr,  Tlffor  and  De- 

relopnicnt.    Illustrated tic. 

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Exercises  in  Pronouncing j  Speiilngrand  Transiaiin§r* 

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Otto's  French  CoxvEKMATJOK  Gram-  !  Le  Roman  1>'Us  Jkune  Homme  Par- 

XAR.    Revised  by  Ferdinand  Doch-  '      vhk.    TarO.  Feuillet.    llimo.    CI. 

er,  Instructor  at  Harvard  College.  \      ^l/Jo. 

12mo.     CI.  $1.75.  Le   Petite  Fadette.      Par  George 

Bellenrer  *t  Witc'omb's   GriT»B  to         Sand.     CI.  :>l.-5. 

MoDEKX  CtKNVERSATiux,  in  Frcuch  '  La  Mere  L'Oie.     Poesies,  et  Chan- 

and  £ng1i.«h.     HWiio.  CI.  75  cts.       :      sons   Enfant ines.     Avec  Illuslra- 
Sadler's  Cours  de  Versions;  or,  j      tions.     §1.(.)0. 

Exercises  for  Translating  Knglish  I  Gouttes  de  Rosee.      Petit   Tresor 

into  French.     lOmo.     Si. 25.  poetique    des  Jeunes   Pcrsonncs. 

^sop's  Fables  ix  Frencu  ;  with  a  ,       18mo.     CI.  75  cts. 

Dictionary.     ISmo.     CI.  75  cts.       j  Modern  French  Comedies. 
L'HisTOiRE  i»E  France  Racont«?e  a  la  \  French  Plays  for  (Children. 

Jeunesse.     Par  M.   Lam6  FIcury.  •  College  Series  of  Modern  French 

lOmo.    Cl.  $1.5(1.  Plays. 

HiSTOIRE  DE  LA  MeRE  MiCHEL  ET  DE   I 

Son    Chat.     With  a  Vocabulary.  I  German  and  Italian. 

IGmo.     Cl.  75  cts.  !  Otto's  German  CuxversatiunGram- 

Le  Petit  Robinson  de  Paris.     Par  ■       m\r.     l$y   Hr.  E.   Otto.     8th   ed. 

Madame  Foa.     12mo.     Cl.  $1.00.  !       ]2iiio.     Cl.  $2.00. 
Contes  RioGRArBK^i  ks.      Par   Ma-     Kravss'      Introductory      German 

dame  E.  Foa.     Cl.  $1.1»5.  Grammar.     $1.00. 

Trois   Mois   Sous   la  Nkioe.     Par     Ccore's  Italian  Grammar.  Cl.  ^1.75. 

Jacques  Porchat.     irmui.     Cl.  00     Follkn's    German    Header:  Selec- 

cts.        Ouvra;^^     couronuce     par  j       tionn  in  Prose  and  Verse  from  Emi- 

TAcadumie  Francai.se.  j       neni  German  Autliors.     Explana- 

PoiTR  Une  Ki'i.NCri.K.      Legcndc,  par  j       ttn-y  Not(;s,  bj*  Chas.    Follen.  late 

Saint-Gcniiain.    12mo.    Cl.  ^^l.^o.  ^       ProfosFor at  Harvard,  ^ew  revised 
Le    Clos-Pommiki:.        Par    -Amodee         edition.     Cl.  $1.25. 

Achai-.L     12m  >.     Cl.    IM)  cis. 

il  IC  C  O  ]II  m  K  N  D  A  T  I  O  N  S. 

EN<a.i«*ii  Hi«;ii  .*?(.iiool, TVi^tcx,  March.  HI,  M^Vu 
After  a!*Ix  incjiith»»*  trial,  we  coni'lude  that  Oitu'««  Fn-iioli  (iniiimiar,  rolled  by  li«:H:lior. 
is  SHperior  in  all  r(.-in.*cla  to  any  otbor  of  which  \\v  have  knuwledire. 

Verv  Ke!»i>flct  fully  youfrt,  " 
E.  HUNT, 

WILLIAM  XTHIOLS.  .Jr.. 
ROHKlfT  EDWARD  PARSON, 
THOMAS  SHKRWIN.  Jr.. 
Tfncft*-rt  hi  FiitjUith  Ifi'jh  Sthoijf. 
I  fully  and  eniphtiii*  allv  iiidor»«'  the  !il»f)ve  oi>ii)uin  resjpeeiing:C)tto'!«  Frenrh  (iranimar. 
.IiMIX  J).  I'lIll.RKlCK,  ,s-'/i/.ri;*^«^/c/)'f»/"  PuhHc  ."ychfKfh. 
V\-«.\r.  1'kmatt:  roi.i.r«ii;.  rcr«iiiK».KP:«!K.  N.  Y..  AiirillO.  InW. 
PI  am  n(AV  \W\v.j  mm;,  of  your  piihiioiti.uir.  in  thi- eoiN'::"'.  of  which  Iain  imrtiriilaHy 
pl«\*i!»i;d  with  thii  <l«'r:ii-nj  ami  Italinn   (Jr.iininnr*.   aad  wirli  R.Vhfr's*  Colhv'e   Serios  of 
French  pljiy-i.    OfjM*- (fi-rmriM  <!r:ininiar,  1  r«j."ird  >i- a  niod«*I  of  5(.-h«i];irly  ihomuijIinesH 
and  j»rarti<'il  iitiliiy  ;  and  the  oth«T  wnrkx  of  your  li-'t.  as  far  as*  1  havv  examined' them. 
recoiiiThi'nd  thiMu*elvt;-.  umI  only  l»y  tin*  heauty  of  thi-ir  m«*(haiiical  execution,  hut  also 
hy  the  intrin-Ic  meiii  of  their  ri'duf'iion.  Very  truly  ynur:*,         W.  I.  KNAPl*. 

/V>///yv<,/-/,/*  .1  ;„•;,/,/  aiiil  Mo'l'i'i*  /jtHffuiitfts  Cht/  J./ft-Nlfiitt . 

Me-M'S.  T.KYPOT.DT  »t  II<u  T  al-io  an*  a_'entf  f«>r  the  TArenvirz  and  TKrnvru  C'L-Visir- 
(.'rUiloL'Ui- and  -:i"-«.ii».ii  II  bimk-^at  reduced  i)ricc,  furnished  on  .application.    A  liberal 
dedueiion  made  on  o.'-der-  fr(»ni  i-chooN. 

>iii  lit.  LEYPOLDT  &  HOIiT,  Publishers, 

451  Broome  Streot,  fil^^  Xc>t"^ 


ifss  v:^'SEi&&.m  s^c^i^s. 


Wb  prewnt  a  trae  Hkenea.  from  a  phot^ 
praph,  of  '*OLJ>  ABE,"  the  Lire  Eagle, 
which  waa  carried  through  three  yean  of 
war  and  manj  battles,  by  the  braive  icl- 
dlcrt  of  the  £ighth  Wisconsin  Rc^imeot. 
Every  loyal  man,  woman  and  cl;lld  in 
Amenca  feels  a  glow  of  enthusiasm  wh>:Q 
they  Icnow  tho  story  of  tids  ii^and  old  bird. 
yVt  have  not  room  here  for  much  of  h\i 
history,  and  can  only  give  a  fvw  iftonli 
alwut  him.  Taken  youn^  from  iJie  n«-ri 
hy  a  nild  Indian,  he  finally  fill  into  the 

<  hMuU  of  the  soldier*  of  tho  El^'htli  >M<- 
coii^in  ICr-i;imeni.     He  w&a  carrleii  bt.-si.Itf 

L  Xh'i  tlui;  tliruugh  many  sunpuinary  o<mtr.t-* •. 

I  :if»l  cinic  huiiitf  with  hi*  r«fjriin«iit  to  cnj  i 

\  tin-  |>c!ice  he  liad  hi.-liNMl  to  i.-iirn. 

rv»Ty  oin.'  know^i  Imw  lie  hclp^'l  th*»  fii'k 
••iliiicrit'  fund  at  tlit;  ln»t  SaniiMry  Fair  in 

■  (')i'k::i!:i'.  Mr.  Si'wll,  now  puhM-'^li'T  i  f 
•Thk  IiiiTi.K  ("uHi'«i»Ai.,"  orijriiiAt'.'d  aii'! 

*  i(i:<nu!;*>d,  ninoii;r  tl»e  diildri.'n.  •*  l\:*t  ,Ar:.:y 
rf  tJif  AnmrioHii  Kusfle,"  U!i«l  by  tK-  ;<i-.i  ••f 
t!:"  Iwoli'tf  thv-uianil  loy.il  chi'dttn.  vl  i 
i.i'.li**"!  ti>lljfm»rk:iM'i\vrt!if"r.;it:'  ".r-;-  ) 
i.\.  r  H\l''»  ri  III  »:;--::d  dr-llir*.  us  ,.  ..  ]  •• 
1-  »M  ovrr  tu  lli«"  tin-.U  Sani«:i.-y  K:i:r 

Mr.    ^••w••ll,    iri   tl.is   wTk.*  *"-f  .i;'-    <•• 
u.'U'h  iiilt  ivM'm!  ill  Im-  ln':iui".f\I  «•;•   iJr-'.'^ 
:ir:n\.  ai:d  di*P:.'-d  «•••  n-MCh  t-^  !•  '  !•  ,'. 
III.'  lio!d  111"  lia.I  i.':i.u-  -l  .■i:  thr-.r  atr- .!.  '  -. 
tiiiT  In-  start'd  ••  Tur  I.:rri  k  I'.-ui  •  •  •■  . 
-   i»ial  lii-iiii'jlil -''ii  w"rk\»:ihtl-.- cl    l.:i>:. 

wllMillln'  l'2V...i.      •*  TifK  l.iiri  K  «'..HI-..- •!   • 

i-*  iin'vin?  JiiisK-'f  a  ii.ii«t  trali.-itit  *  -I  '^-r, 
ni  lining  til*.'  a«l>Mir:tt'iiiri  and  |»ra!-v  -f  M:.»r.;. 
iif  Iho  l»-vi  «.f  |...,)|ilf  lui.l  m-A«'-.[nr»  .-f 
then-itloii.  Th-  .Vr'."  )"..'/::  ///V.,/..,..  Fnm\*>  /V--v.  /''"•  /h..'<jHinf'>it,  ui-'l  many  liti.  ;-.-.t-  •  ! 
111.'  m-.-t  P-|i.ri:iM.-  M-.  ulur  and  r.-liti-ui-  i..i|-m>,  f.i\.'  ':%•:«  "  Thk  l.ini  k  <-..i:i  vHm."  t!i-  1mj:I-  ^l 
prai-...  \.Ty  nnny  pr  .i-mtii--  i'  tli."  l«si  \,.  ri-l:. -i'  :>  j  j  ivnil-- '-J'  r  j.n»iliMli...d  in  Aii.-n'.n,  ;;'..  I 
hjiy  that  r.<-  i.:ir.iii.'  v!..i  k«!'»v^  ♦!,.■  \.il  »■■  .  f  lii-  ii:i:-  r.  w'Vi  tall  t«»  k'wv  U  t.-  It:-  .liildr.  n. 

Mr.  .<.w.'Il  U  .mix:.. I,  ti.  It  t...t  oui\  all  til.-  I'M.d-  i.  -aIi"—  pan  nt.-  ar.-  aM-  t-.'  i>.»y  f.r  1.:- 
fX.Tll.nt  pap.r  .*liall  l:-iv.«it.  I.ut  t'.if  in.inv  tli-n-iii.d'  nny  liavi- t!i«-  l..n.r.i  .  f  it.  t!ii..m}!  ♦*•.;. 
nia\  iioi  I..- ald«-  t..  p:i\  ;  :i'i  I  f.-r  t!ii.*  puin  ...  •,  li-  .<i;i  oir-'r^  l.»r  m1.  »H«aut:f  si  i:.^- .-•  d  a.i-;-. 
I»i.-iuri«  .if  hi.^  p-t  l.rijrl.-.     T.I  i  vi  r\  ..;,..  «|,..  j<.  i,.^  Iimu  tin  r.-nt;..  >i.'  f-rwaid-  l-y  mui'.  u  .-l-.-.i 

.-ketch  of  th-  Iif-  :ui.|  i  xplo.t^i  c-f  th-  S.-Mi-r  Hisd.  and  .-n.-  of  ll-  f'i I  I•i<•tlI^..■:^  :il'uv  •  !.p.  k.  .1 

vi.  A'>'  V.i-  iiiuiii-v  tliu-  r.  r.iv.d  U  n— d  in  sisri.'\i:i-  "  liir  l.mi  »  <"wi:!  ••••ai  "  t.i  .tj  '  a:i  .  l.:l. 
drcn  a-id  thi«!<-  wli.i  .in-  t..-.  p...,r  t-  p:.y.  15.  .-:il.-  tJiis.  ni...t  nia^'iiifn-.-nt  |".  R.l-ia.-  an-  .•:'.  v  d  ?  » 
t»ni.-e  w'ii"  «"ti.l  ftMiall  or  larjrc  clubs  '«f  Hr.'<ril.ti.-»  io  tlic  paper.  A5i  wliu  w'.pii  lu  wr'.lv  *.j  Mr. 
£:  ,  may  uddriv!  him  thus: 

AT^i-Mii-o   i^.  !-<i:avi:i-.t^, 

•THK  I.ITTI.K  ('(UMiUlL.' 


I'al.liHli.ror  • 


most  jiupirb  lln«'  itutivI'v/,  1'i  by  !•'«.  «'nj.'r:»\.'.l  .vxpf  -•'ly  »<  a  I'niidinu  l*!«*tur«.'  f  -r  **  T'lK  I.i-«t> 
('MiPi)K\i  ."     'Ili^  j.irtnn  •.  will  U.tw  a  ■v.-i\  lav.-i-  -alt  a'»  llif  r:  v'ular  piii"-«  t.f  tw\i  d  dliir-*  ■  f*.'  if'! 
each.     I!ut  nn  ra.-it.T  way  l-i  t-urn  i.:i«.-  \<  to  v.nd  ihrvi-  MibMrrilicr.-*  to  "  Tri.  L:rii.K  CViu'o:;.*;  .*'  a: 
one  dollar  each. 

Addredd  the  publMur,  ALFBED   L.  SEWEIjIj,  Chicago,  111. 


ORGANS  AND   MELODEONS  GIVEN   AWAY. 

AiFRPD  L.  pF.WFii.,  publish,  r  of  '»  Thr  T.:tt!  i:  ('..it".'i:\T..*'  Chlcafro,  lUhU'lp,  \%  ofTrrii-.s;  ^p-il 
inducfm«ntsto  tlii»>"  wli«»  h«lp  Mm  In  lii-<  lK-au!:fnl  m-rk  ani-.n^  the  chlldn-n.  lie  off-rs  i>  i:lv.i 
pplendid  inu-»ical  hi>tniui>'nt.'<.  Oriran-i  nnd  MMli.d..-i>n<,  t.>  il...vj' who  sond  l.irn  larpe  clubs  t.f  .-u''- 
K-rilMjrs.  Tlii«»  aff-nN  a  irotd  opportunity  to  jouti;:  ladi".-*  and  .'tlirrs  to  pr'nun*  viith  littlt-  •  R  ut. 
fine  In.-stniMjents  f.«r  th.-ir  hi.nu-s.  or  fortlnir  i-hiirlu-s  or  >abl>ath  pchoo^  rounis.  fcviid  t-j  the 
VubiiuhtT  for  the  October  ijuml>i.T  of  his  pajivr,  vLich  ltlln  all  about  it. 


Tite  pric€  nf  tFir  **rHK  T  tTTJ.i:  CO  It  PO  it  A  I. '•  U  One  JMtar  a  yrar, 
pie  copies,  Tt  fi  CvtttH.    CirfularM  svtit  frtir^  on  tipplicntUm. 


Satim 


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